Professor Jim Albright
Honorary Professor
School of Education (Education)
- Email:james.albright@newcastle.edu.au
- Phone:02 4921 5901
Education for everybody
Professor Jim Albright’s research aims to improve education for disadvantaged communities and has a special focus on English education in Vietnam.
As one of the first in his family to attend university, Professor Jim Albright is well aware of the impact that education can have on disadvantaged populations.
“Many kids have miserable educations and that is just wrong. Education is one of the
few remaining means by which people can improve their lives,” Albright said.
Professor Albright has an interest in equity issues and approaches education research from a unique sociological perspective. One of his recent research collaborations focuses on in-school stratification in Australia and how it affects education outcomes.
“In-school stratification streams and/or groups students into differentiated curriculum and teaching based primarily on the students’ previous academic achievement,” he said.
Professor Albright has collected survey and interview data in a pilot study of 50 local schools to determine in-school stratification practices. Jim says it is an under examined area of education equity.
“Historically studies of in-school stratification from North America show that poor students get poor education, sometimes as a result of being placed in a slower stream and/or groups and that placement remains fairly permanent over time. It’s often very hard as a student to get out of the group you’re placed into,” he said.
His initial review of literature will be published in a forthcoming chapter in a book he is co-editing with School of Education colleague Associate Professor Jim Ladwig.
“Our literature review shows that school stratification doesn’t generally lead to better outcomes for weaker students. If all you teach is the basics you are never going to get more out of your students than the basics. And teaching the basics tends to be a lot less interesting than other kinds of curriculum. For example, some Israeli studies show that if you present low performing students with more engaging work their progress improves,” Professor Albright said.
Examining education in Vietnam
Jim spent 22 years as a high school English teacher in Halifax, Nova Scotia before he decided to enter academic life and do his PhD. Fast forward 24 years and Professor Albright is now supervising PhD students himself, many of whom are from Vietnam.
Professor Albright says that education in Vietnam is facing a range of challenges in terms of infrastructure, large class sizes, limited curricular material and teachers’ limited pedagogical repertoires.
“Vietnam is an economy in a hurry, it has a faster growth rate than even China and has a young population with many people of school age,” he said. “The Vietnamese government has put a lot of effort into English education in order to bolster its economy and engagement with the world.”
However, Jim says there have been challenges in this rapid expansion in English education and unevenness in curriculum pedagogy and assessment.
“There is some criticism by policy makers and scholars about the quality of English education across Vietnam. There is a broad range of systemic and capacity issues all through the Vietnamese education system, which is part and parcel of a system in a hurry. These issues are being addressed through the research of many of the Vietnamese
PhD students I supervise.”
“One student has addressed professional development in teachers, their working conditions and the fact that they are not well paid in Vietnam. Other students have studied aspects of quality assurance, another the kind of text books used in English for special purposes classrooms in Vietnamese institutions. Another student, Nam Lam, studied tertiary oral assessment practices across the country and contributed a chapter in a 2019 book I published.”
The book English Tertiary Education in Vietnam documents the significant progress and challenges in the realisation of Vietnam’s English language policies as they are enacted in the higher education sector and features chapters from Albright’s PhD students as well as other Vietnamese scholars in Australia and Vietnam.
“Changes to Vietnam’s higher education system remain uneven, subject to some policy churn, and suffer from insufficient support. This book provides insights into how recent Vietnamese government policy is attempting substantial and comprehensive renewal of Vietnam’s tertiary education as part of their 2020 plan,” he said.
Jim leads the Faculty of Education and Arts International Strategy - Vietnam Team and visited Vietnam in 2019 to visit past PhD students and see how their Newcastle doctoral education is being put to practice in their home country.
“It’s heartening to see many of our Alumni moving into roles of responsibility in Vietnam. They take with them the educational expertise acquired in Newcastle and disseminate that into their own institutions. In this way they are working to help meet the challenges the Vietnamese education system is facing,” he said.
Education for everybody
Professor Jim Albright’s research aims to improve education for disadvantaged communities and has a special focus on English education in Vietnam.
Career Summary
Biography
James Albright joined the Newcastle University’s School of Education in 2008 after working at Singapore’s National Institute of Education (Nanyang Technological University) and Teachers College, Columbia University. He is internationally known for his contributions to the sociology of education, and his research in curriculum theory, literacy education, professional development, and school change.
Jim was recently awarded funding for the project, Enabling Better Engagement in Learning for All: Mapping UON's 'Enabling Pedagogy' in a conceptual framework. A Newcastle University Centre of Excellence for Equity in Higher Education (CEEHE) commissioned project, it critically examines pedagogical and curricular issues within the context of the university’s commitment to non-traditional students enrolled in its enabling education programs.
Since his appointment, he has served as chief investigator on two ARC Linkage projects. The Educational and career aspirations in the middle years of schooling: understanding complexity for increased equity (2012-2015) gathering data from students, teachers, and parents from diverse settings throughout NSW to investigate socioeconomic influences on the emerging aspirations of students in the middle years. A ‘composite capital construct’ juxtaposing the theories of Bourdieu (1986) and Becker and Tomes (1986) was used to theoretically frame the investigation. Drawing on data from a mixed-method longitudinal study of more than 6000 students in Years 3-12 in New South Wales public schools, the project mapped the intersection of students’ career aspirations with SES and other demographic variables. The project questioned two key assumptions about outreach activities: first, that students from low-SES backgrounds hold lower career aspirations; and second, that these activities appropriately target secondary school students, given that younger students’ aspirations are relatively under-developed. Its analyses demonstrated both the early solidification of students’ aspirations and the significant, but complex, impact of socioeconomic differences. This project contributed to the evidence base for academic, educational, and political work on access to higher education and the policies, practices, and outcomes that might ensue. Initial findings are reported in Gore, J., Holmes, K., Smith, M., Southgate, E., & Albright, J. (2015). Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions. The Australian Educational Researcher, 42(2), 155-17.
The Peopling Educational Policy: Realising the New Australian English and Mathematics Curricula (2011-2013) project researched the impact of the Australian Curriculum (AC) initiative in English and mathematics. The project focused on the resources needed and professional learning opportunities needed to support teachers in the implementation of these new curriculums and the system and teacher learning and processes needed to support improvement in practice in the context of the new curriculum. Recent publications from this project are: Albright, J. & Knezevic, L. (2017). Professional Learning for a new English Curriculum: Catholic Education Melbourne primary teachers and AUSVELS English F-10. English in Australia, (52)1, and Knesevic, L. & Albright, J. (2016) Responding to the National Curriculum: The embedded approach to change of the Catholic Education Office Melbourne. Leading and Managing. 2, Summer/Fall.
His forthcoming co-edited book with Deborah Hartman and Jacquie Widdin, Bourdieu's Field Theory and the Social Sciences (Palgrave, 2017) emerged from a colloquium he organised on Bourdieusian inspired research employing field analysis. The colloquium show-cased a broad range of research applying field analysis, by presenters from Europe and the UK (via video links), Denmark, New Zealand and Australia.
Jim is editor in chief of Education Sciences (ISSN 2227-7102) a scholarly international open access journal that publishes extended full-length research papers that have the scope to substantively address current issues in education. He is also a member of the editorial boards of Pedagogies and Digital Culture in Education.
He enjoys teaching and is passionate about encouraging students to become confident educational researchers through practice-based learning. His research expertise informs both masters and doctoral teaching and advising.
In 2015 he was appointed to the ERA Research Evaluation Committees (RECs) – University of Newcastle, Education and Human Society Committee.
Qualifications
- Doctor of Philosophy (Curriculum and Instruction), Pennsylvania State University - USA
- Bachelor of Arts (Philosophy), Trent University - Canada
- Bachelor of Education, Dalhousie University - Canada
- Master of Education (Literacy Education), Mount Saint Vincent University - Canada
Keywords
- Bourdieu
- Curriculum Studies
- Literacy Education
- Multiliteracies
- Professional Development
- Qualitative Research
- School Reform
- Teacher Education
Languages
- French (Fluent)
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390203 | Sociology of education | 100 |
Professional Experience
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/10/2009 - | Director | Newcastle Institute for Research in Education Australia |
| 1/9/2005 - 1/12/2008 | Associate Professor | National Institute of Education Nanyang Technological University Centre for Research in Pedagogy and Practice Singapore |
| 1/8/1999 - 1/9/2005 | Assistant Professor | Teachers College, Columbia University, New York English Education/Teaching of English Program United States |
| 1/1/1995 - 1/8/2000 | Lecturer | Penn State/MSVU Australia |
| 1/8/1974 - 1/8/1998 | Teacher | Halifax District School Board Nova Scotia Department of Education Australia |
Invitations
Participant
| Year | Title / Rationale |
|---|---|
| 2009 |
Guest Editor Organisation: English Teaching: Practice and Critique Description: I have been invited to edit an issue on fronting generative, theoretical, narrative, empirical, and practical explorations of the interconnected nature of literacy and the body. My issue encourages submissions drawing on and extending theorists who explicitly link literacy and the body (e.g. Bakhtin, Bourdieu, Butler, Foucault&) as well as submissions making innovative links not yet apparent in the literature. I have recommended that authors avoid overviews of models and theories and how these might apply to language, literacy and education, but rather work toward new combinations or applications of theory to expand readers imaginations around literacy and the body. |
Teaching
| Code | Course | Role | Duration |
|---|---|---|---|
| EDUC 6202 |
Productive Curriculum School of Education, The University of Newcastle This course introduces students to the research and development literature on Authentic and Productive forms of curriculum. In particular, the course will outline major curricular practices that have been identified in recent research as contributing to greater and more equitable student learning outcomes. As part of this course, students will be introduced to recent developments in how curriculum is understood and practised and an analysis of the relationship between authentic curriculum and current state-based curriculum developments. In addition, the course will engage students in direct experiences of analysing their own and others' curriculum practices using these concepts. |
EDUC 6202: Productive Curriculum | 25/7/2017 - 9/12/2017 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (6 outputs)
| Year | Citation | Altmetrics | Link | |||||
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| 2022 |
Quang NM, Albright J, The Political Economy of Education Reforms in Vietnam (2022) This book, drawing on a political economic perspective of education development, is a comprehensive account of the question "why some education systems flourish while others ... [more] This book, drawing on a political economic perspective of education development, is a comprehensive account of the question "why some education systems flourish while others falter." It provides a state-of-the-art review of the Vietnamese way of education development, figuring out the pitfalls, challenges and opportunities of neoliberal reform. It also sheds new light on the rise of neoliberal capitalism in contemporary Vietnam as the country intensifies its market-oriented economic transition. Starting from educational development concerns, this book differentiates the growth and development concepts in education. While "growth with limited development" is well reflected in many developing education systems, the Vietnamese experience of education development stands to provide readers with unique insights about education in developing economies, especially in understanding how a socialist-oriented education system is struggling to thrive in the times of neoliberal capitalism. Authored by scholars specialising in Vietnamese education and politics, the chapters address key issues pertaining to the political economy of education reform in Vietnam and the government¿s enduring efforts to drive education toward international standards through its costly market-infused education reforms. This book will appeal to postgraduate students, educators, educational policy-makers and scholars interested in Vietnamese studies, Vietnam education reforms, education governance, education for sustainability, internationalisation of education and the politics of education reforms.
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| 2019 |
Albright J, English Tertiary Education in Vietnam, Routledge, Abingdon, Oxon, 185 (2019)
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| 2017 | Bourdieu's Field Theory and the Social Sciences, Palgrave, Sydney (2017) | |||||||
| 2012 |
Carlson DL, Albright JJ, Composing a care of the self: A critical history of writing assessment in Secondary English Education, Sense Publishers, Rotterdam, The Netherlands, 252 (2012) [A1]
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| 2007 |
Albright J, Problematics and generative possibilities (2007) [A3]
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| 2007 |
Albright J, Luke A, Preface (2007)
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Chapter (12 outputs)
| Year | Citation | Altmetrics | Link | |||||
|---|---|---|---|---|---|---|---|---|
| 2019 |
Albright J, Lam TLH, 'Vietnamese foreign language policy in higher education: a barometer to social change', English Tertiary Education in Vietnam, Routledge, Abington, UK 1-15 (2019) [B1]
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Nova | ||||||
| 2019 |
Albright J, Gore J, Smith M, Holmes K, 'Operationalising Bourdieu in the Study of Student Aspirations: Conceptual and Methodological Challenges', International Perspectives on Theorizing Aspirations: : Applying Bourdieu's tools, Bloomsbury Academic, London 83-97 (2019) [B1]
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| 2019 |
Archer J, Bang TC, 'Examining the motivation and achievement of Vietnamese university students as they undertake English classes', English Tertiary Education in Vietnam, Routledge, Abington, UK 145-158 (2019) [B1]
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Nova | ||||||
| 2018 | Albright J, Hartman DK, 'Introduction: On doing field analysis', Bourdieu's field theory and the social sciences, Palgrave, Sydney 1-20 (2018) [B1] | Nova | ||||||
| 2018 |
Hartman DK, Albright J, 'Conceptualising strategies open to players within the field of Australian boys
education', Bourdieu's field theory and the social sciences, Palgrave, Sydney 203-216 (2018) [B1]
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Nova | ||||||
| 2018 | Albright J, Hartman DK, 'Introduction: On doing field analysis', Bourdieu's field theory and the social sciences, Palgrave, Sydney 1-20 (2018) [B1] | Nova | ||||||
| 2007 |
Albright J, Luke A, 'Introduction: Renewing the cultural politics of literacy education', 3-10 (2007) [B1]
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Journal article (29 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2020 |
Liu T, Holmes K, Albright J, 'Teachers Perceptions of Educational Inclusion for Migrant Children in Chinese Urban Schools: A Cohort Study', Education and Urban Society, 52 649-672 (2020) [C1] In recent decades, China has observed increasing numbers of rural¿urban migrant children seeking education in Chinese cities, resulting in pressure on urban schools to accommodate... [more] In recent decades, China has observed increasing numbers of rural¿urban migrant children seeking education in Chinese cities, resulting in pressure on urban schools to accommodate these children. Drawing on pre- and post-survey and interview data with 215 primary school teachers in a metropolitan city in East China, the objectives of this article are to describe teachers¿ perceptions of educational inclusion in both migrant and public schools, and to investigate changes in their beliefs from 2013 to 2016. Urban public school teachers indicated significant differences in perceptions compared with their first test, whereas no salient differences in perceptions was found among migrant school teachers. The qualitative analysis echoed the quantitative findings and provided further explanation for the complexity and particularity of these changes. Our study revealed that public schools have made great reforms in relation to educational inclusion for migrant students and that these initiatives in turn have produced changes on teachers¿ perceptions and practices with migrant children. It should be noted, however, that teachers attribute the changes in their perceptions to external factors rather than the internal ones. In the light of these findings, the article discusses implications for further professional development programs for teachers in Chinese migrant schools.
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| 2017 |
Albright JJ, Knezevic L, 'Professional learning for a new English curriculum: Catholic Education Melbourne primary school teachers and AusVELS English F-10.', English in Australia, 52 47-56 (2017) [C1]
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Nova | |||||||||
| 2016 | Albright JJ, Knezevic L, 'Responding to a national English curriculum: The embedded approach to change of the Catholic Education Office Melbourne.', Leading and Managing, 22 59-75 (2016) [C1] | Nova | |||||||||
| 2015 |
Gore J, Holmes K, Smith M, Southgate E, Albright J, 'Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions', The Australian Educational Researcher, 42 155-177 (2015) [C1]
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Nova | |||||||||
| 2015 |
Liu T, Holmes K, Albright J, 'Urban teachers perceptions of inclusion of migrant children in the Chinese educational institution: a comparative study', International Journal of Inclusive Education, 19 994-1008 (2015) [C1]
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Nova | |||||||||
| 2015 |
Albright J, Rittman M, 'Double Blind Peer-Review in Education Sciences', EDUCATION SCIENCES, 5 220-220 (2015)
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| 2015 |
Liu T, Holmes K, Albright J, 'Predictors of mathematics achievement of migrant children in Chinese urban schools: A comparative study', International Journal of Educational Development, 42 35-42 (2015) [C1]
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| 2013 |
Gerrard J, Albright J, Clarke DJ, Clarke DM, Farrell L, Freebody P, Sullivan P, 'Researching the creation of a national curriculum from systems to classrooms', Australian Journal of Education, 57 60-73 (2013) [C1]
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Nova | |||||||||
| 2013 |
Albright J, Knezevic L, Farrell L, 'Everyday practices of teachers of English: A survey at the outset of national curriculum implementation', Australian Journal of Language & Literacy, 36 111-120 (2013) [C1]
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Nova | |||||||||
| 2013 |
Holmes K, Clement J, Albright J, 'The complex task of leading educational change in schools', School Leadership & Management, 33 270-283 (2013) [C1]
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| 2012 | Sullivan P, Clarke DM, Albright JJ, Clarke DJ, Farrell L, Freebody P, Michels D, 'Teachers' planning processes: Seeking insights from Australian teachers', Australian Primary Mathematics Classroom, 17 4-8 (2012) [C1] | Nova | |||||||||
| 2012 | Albright JJ, Clement JJ, Holmes KA, 'School change and the challenge of presentism', Leading & Managing, 18 78-90 (2012) [C1] | Nova | |||||||||
| 2011 |
Albright JJ, 'Editorial: Education: A journal for its time', Education, 1 1-3 (2011) [C3]
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| 2011 |
Albright JJ, 'Re-membering the body in English Education', English Teaching, 10 1-8 (2011) [C1]
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| 2011 | Albright JJ, 'Focus: Literacy(ies) and the Body', English Teaching: Practice and Critique, 10 1 (2011) [C6] | ||||||||||
| 2010 |
Towndrow PA, Silver RE, Albright JJ, 'Setting expectations for educational innovations', Journal of Educational Change, 11 425-455 (2010) [C1]
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Nova | |||||||||
| 2009 |
Albright JJ, Kramer-Dahl A, 'The legacy of instrumentality in policy and pedagogy in the teaching of English: The case of Singapore', Research Papers in Education, 24 201-222 (2009) [C1]
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| 2007 |
Kwek D, Albright J, Kramer-Dahl A, 'Building teachers' creative capabilities in Singapore's English classrooms: A way of contesting pedagogical instrumentality', Literacy, 41 71-78 (2007) [C1] This paper presents a pedagogical intervention project conducted in secondary English classrooms in Singapore, entitled "Building Communities of Readers among Teachers".... [more] This paper presents a pedagogical intervention project conducted in secondary English classrooms in Singapore, entitled "Building Communities of Readers among Teachers". The project is positioned against the dominant instrumentalism of Singaporean approaches to creativity and promotes a socio-cultural stance to creativity and criticality in English language education. Currently in progress, the project seeks to foster teachers' rich textual engagements and to connect them with those they provide for their students. Situating the professional development in communities of reading circles, teachers' own, often narrow repertoires of reading are foregrounded, allowing them to experience the struggle of an active engagement with texts, and thus facilitating a re-imagining of their reading pedagogies, which at present are highly scripted and authoritative. The ultimate aim is to enable them to re-imagine their reading pedagogies in ways that encourage the creative and critical possibilities that textual openness can bring to classroom practice and learning. © UKLA 2007.
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Nova | |||||||||
| 2006 |
Albright J, 'Literacy education after bourdieu', American Journal of Semiotics, 22 109-130 (2006) Adopting a Bourdieusian perspective, this paper addresses literacy education as a sociological field and attempts to evaluate and re-inscribe aesthetic, literary, historical, econ... [more] Adopting a Bourdieusian perspective, this paper addresses literacy education as a sociological field and attempts to evaluate and re-inscribe aesthetic, literary, historical, economic, philosophical and other positions within it as a means for framing a new research and pedagogical agenda. Literacy education as a social field is conceptualized as a structure of provisional balances within which various forms of power and capital circulate. Position, distinction, and contest, within sites in fields like literacy education, structure social space and enable reproduction and change. A heuristic that weds Fairclough's (1989) work on textual production and consumption with Bourdieu's model of social space as relational, structured, and contested fields is proposed.
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| 2002 |
Albright J, 'Being in authority, being an authority: Disrupting students /teachers practices in literacy education', International Journal of Phytoremediation, 21 289-303 (2002) This is the second case study situated within my teaching of two undergraduate courses in the college of education of a large American university. It interrogates social forms tha... [more] This is the second case study situated within my teaching of two undergraduate courses in the college of education of a large American university. It interrogates social forms that construct pedagogic and literate authority relations between preservice English education students and their teachers. It illustrates how teachers and students can negotiate engagement in critical literacy practice by constructing instructional circumstances that allow preservice teachers to question the kinds of practices that thwart the various aims of critical literacy and pedagogy. This study narrates a "critical incident" as a form of "practice-as-inquiry research", using field-notes, tape recordings, and interviews to describe four moments within the span of an activity that takes its historical antecedent in the work of I.A. Richards. The interpretation and analysis is informed by Pierre Bourdieu's reflexive sociology. The paper argues that teachers' disciplinary and pedagogical knowledge should not be undervalued or denied because with this knowledge comes an ethical responsibility to shape educative experiences for students that open them up to reflection and critique. © 2002, Copyright Taylor & Francis Group, LLC.
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| 2002 |
Albright J, Purohit K, Walsh C, 'Louise Rosenblatt seeks QtAznBoi@aol.com for LTR: Using chat rooms in interdisciplinary middle school classrooms', Journal of Adolescent and Adult Literacy, 45 692-705 (2002) A group of teachers use Internet chat rooms to explore the role of computer-mediated technologies in the lives of their students.... [more] A group of teachers use Internet chat rooms to explore the role of computer-mediated technologies in the lives of their students.
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| 2001 |
Albright J, 'The logic of our failures in literacy practices and teaching', Journal of Adolescent and Adult Literacy, 44 644-658 (2001) The author uses classroom stories to illustrate ways of rethinking critical practice.... [more] The author uses classroom stories to illustrate ways of rethinking critical practice.
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| 2000 |
Albright J, 'Working the teacher: A case study in the politics of pedagogy', Teaching Education, 11 159-178 (2000) This case study focuses on a critical incident in a preservice teacher class in English education at a large North American university. Drawing on discourse analysis of electronic... [more] This case study focuses on a critical incident in a preservice teacher class in English education at a large North American university. Drawing on discourse analysis of electronic bulletin board postings, students' journals, audiovisual tapes of classroom interactions, and interviews with individuals and groups of students, this paper attempts to illustrate the particular way in which issues of power arose in this class. It traces how a particular metaphor, working the teacher, became a productive means for students to negotiate engagement in critical practice. The study argues that making the circulation of power in the classroom itself the center of inquiry is a helpful way of opening up to students the politics of pedagogy. It illustrates the ambiguous position of students within teacher education and argues that our teaching practices are always problematic. When we teach, we teach the habits of particular discourses-ways of thinking about and acting around gender, race, social class, truth, value, etc. We teach within particular fields of power relations. The paper concludes that the conflicted nature of such sites breaks through the expectations of our avowed critical practice. © 2000 Taylor & Francis Group, LLC.
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Conference (16 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2017 |
Bennett A, Motta S, Hamilton E, Burgess C, Relf B, Leroy-Dyer S, et al., 'Theorising enabling pedagogies', Theorising enabling pedagogies, SCU, Gold Coast (2017)
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| 2014 |
Gore J, Southgate E, Holmes K, Smith M, Albright J, Ellis H, Berger N, 'On the relationship between socio-economic status and educational and career aspirations in the middle years of schooling', American Educational Research Association 2014 Annual Meeting, Philadelphia, Pennsylvania, USA (2014) [E3]
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| 2013 |
Gore J, Smith M, Holmes K, Albright J, Southgate E, Berger N, Ellis H, '"I want to be a teacher because I like bossing people around." An initial cross-sectional analysis of student data from the Aspirations Longitudinal Study', Australian Association for Research in Education Conference 2013, Adelaide, SA, Australia (2013) [E3]
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| 2012 | Albright JJ, 'English teachers' responses to the Australian Curriculum', Conference Programme. Five Bells. English Teachers' National Conference 2012, Sydney, NSW (2012) [E3] | ||||
| 2012 |
Albright JJ, Gore JM, Smith MW, Southgate EL, Holmes KA, Ellis H, 'Operationalising educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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| 2012 |
Albright JJ, Gore JM, Smith MW, Southgate EL, Holmes KA, Ellis H, 'Conceptualising educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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| 2012 | Albright JJ, Knezevic LA, 'Australian Curriculum: English - Leadership negotiating curriculum change', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3] | ||||
| 2012 | Albright JJ, Knezevic LA, 'Australian Curriculum: English - what the teachers are saying', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3] | ||||
| 2012 |
Smith MW, Gore JM, Albright JJ, Southgate EL, Holmes KA, Ellis H, 'Contextualising variations in educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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| 2012 | Carlson D, Albright JJ, 'Composing a care of the self: A critical history of writing assessment in secondary english education', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3] | ||||
| 2011 |
Albright JJ, Fagan SJ, Ross AM, 'Establishing research into enabling program outcomes at the University of Newcastle', Proceedings of the 1st International Australasian Conference on Enabling Access to Higher Education, Adelaide, SA (2011) [E2]
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| 2010 | Albright JJ, 'Measuring change in understanding: Assessing understanding when using an Understanding by Design framework for professional development', British Educational Research Association BERA Annual Conference 2010, Coventry UK (2010) [E3] | ||||
| 2010 | Albright JJ, Walsh C, 'Multiliteracies as transdisciplinary curriculum practice', British Educational Research Association BERA Annual Conference 2010, Coventry UK (2010) [E3] | ||||
| 2010 | Albright JJ, 'Contenting with educational disadvantage in the global city: Singapore's normal technical stream', British Educational Research Associations BERA Annual Conference 2010, Coventry UK (2010) [E3] | ||||
| 2010 | Albright JJ, Walsh C, 'Multiliteracies as a transdisciplinary curriculum practice', AARE 2009 Conference Proceedings, Canberra (2010) [E2] | Nova | |||
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Report (6 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2018 |
Bennett AK, Motta S, Hamilton E, Burgess C, Relf B, Gray K, et al., 'Enabling Pedagogies: A participatory conceptual mapping of practices at
the University of Newcastle, Australia', Centre of Excellence for Equity in Higher Education (2018)
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| 2009 | Albright J, 'TAFE NSW Hunter Institute and University of Newcastle Report and Recommendations On the Draft Technical Proposal NAM347 and Polytechnic of Namibia NTA NVET Trainer Programme' (2009) | ||||
| 2009 | Kramer-Dahl A, Albright J, '"Building Communities of Readers among Teachers: A Reading Innovation Project for Singapore's Secondary English Teachers Intervention Project Technical Report."' (2009) | ||||
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Thesis / Dissertation (1 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2014 | Hartman DK, Educating Boys: What's your problem? A field and discourse analysis of Australian boys' education from 1996-2006, University of Newcastle (2014) |
Grants and Funding
Summary
| Number of grants | 8 |
|---|---|
| Total funding | $1,219,712 |
Click on a grant title below to expand the full details for that specific grant.
20141 grants / $10,000
Are Australian Schools Socially Stratified?$10,000
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Associate Professor James Ladwig, Professor Jim Albright |
| Scheme | Near Miss Grant |
| Role | Investigator |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | G1301385 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20131 grants / $750
AARE 2013 (Australian Association for Research in Education), Adelaide Australia, 1-5 December 2013$750
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Professor Jim Albright |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2013 |
| Funding Finish | 2013 |
| GNo | G1301228 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20122 grants / $1,073,153
Educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity’ $693,153
Funding body: ARC (Australian Research Council)
| Funding body | ARC (Australian Research Council) |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith, Mrs Michelle Heaney, Frank Potter |
| Scheme | Linkage Projects |
| Role | Investigator |
| Funding Start | 2012 |
| Funding Finish | 2015 |
| GNo | G1100473 |
| Type Of Funding | Aust Competitive - Commonwealth |
| Category | 1CS |
| UON | Y |
Targeting educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity$380,000
Funding body: NSW Department of Education and Training
| Funding body | NSW Department of Education and Training |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith |
| Scheme | Linkage Projects Partner Funding |
| Role | Investigator |
| Funding Start | 2012 |
| Funding Finish | 2015 |
| GNo | G1100711 |
| Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
| Category | 2300 |
| UON | Y |
20112 grants / $94,309
Peopling Educational Policy: Realising the new Australian English and Mathematics Curricula$93,429
Funding body: ARC (Australian Research Council)
| Funding body | ARC (Australian Research Council) |
|---|---|
| Project Team | Professor Peter Sullivan, Professor Peter Freebody, Professor Jim Albright, Professor Douglas Clarke, Professor Lesley Farrell, Professor David Clarke |
| Scheme | Linkage Projects |
| Role | Lead |
| Funding Start | 2011 |
| Funding Finish | 2013 |
| GNo | G1001056 |
| Type Of Funding | Aust Competitive - Commonwealth |
| Category | 1CS |
| UON | Y |
3rd Paris International Conference on Education, Economy and Society, Hotel Concorde la Fayette, Paris, France, 20 - 23 July 2011$880
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Professor Jim Albright |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2011 |
| Funding Finish | 2012 |
| GNo | G1100643 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20102 grants / $41,500
DVCR Special Grant 2010$40,000
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Emeritus Professor Hugh Craig, Professor Jim Albright, Professor Stephen Webb, Doctor Elyssa Joy |
| Scheme | Internal Research Support |
| Role | Investigator |
| Funding Start | 2010 |
| Funding Finish | 2010 |
| GNo | G1000721 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
British Educational Research Association (BERA) Annual Conference 2010, University of Warwick, 1 - 4 September 2010$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Professor Jim Albright |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2010 |
| Funding Finish | 2011 |
| GNo | G1000650 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2020 | PhD | Indonesian Secondary EFL Teachers' Responses to Curriculum Policy and Implementation in North Maluku | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2019 | PhD | Our voices: Investigating post-school aspirations and experiences of young Australians with Autism Spectrum Disorder | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2018 | PhD | Lecturers of English in Vietnam: The Commodification of Their Knowledge and Expertise | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2022 | PhD | Understanding Air Traffic Control English Curriculum in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2022 | PhD | A Study of the Professional Field Experience of EFL Preservice Teachers in Indonesia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2022 | PhD | The Connections Between a Singapore Education and Experience to Professional Success: The Stories, Perceptions and Future Possibilities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | PhD | Makassar Youths Use of English In and Outside of the the School | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2022 | PhD | Quality Assurance in Vietnamese Higher Education: A Systemic Overview | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2022 | PhD | And What About Jane? A Rationale for the Teaching of Jane Austen in Secondary English Classrooms | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2021 | PhD | Investigating Students' Perceptions of Vietnamese Tertiary English Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2021 | Masters | History of Vietnamese Vocational Education and Training since 1954 | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2021 | PhD | Professional Development: Vietnamese English-as-a-Foreign-Language Teacher Educators' Experiences and Perceptions | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2020 | PhD | Vietnamese Primary English Teachers’ Knowledge, Perceptions and Practices | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2019 | PhD | Assessing EFL Speaking Skills in Vietnamese Tertiary Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2019 | PhD | Alignment of Curricula, Pedagogies, Assessments, Outcomes, and Standards in Vietnamese English Language Teacher Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2018 | PhD | The Representations of Life Outside Vietnam in First-Year Technical University Textbooks in Hanoi and their Influence on Students’ Intercultural Communicative Competence in English Learning | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2018 | PhD | A Genealogy of Australian Educational Revolutions | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2016 | PhD | Mathematics Achievement Levels and Learning Experiences of Migrant Children: Perspectives of Teachers and Teaching in Chinese Urban Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2016 | PhD | Achieving Cultural Competence in Vietnamese EFL Classes: A Case Study from an Intercultural Communicative Competence Perspective | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2015 | PhD | The Study of the Use of ICT Blended Instruction in the Teaching of English in a Thai University | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2014 | PhD | Educating Boys: What's Your Problem? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
News
News • 20 Feb 2015
ERA Research Evaluation Committees 2015
Nine University of Newcastle researchers have been selected by the Australian Research Council for membership of the 2015 Excellence in Research for Australia (ERA) Research Evaluation Committees.
Professor Jim Albright
Position
Honorary Professor
School of Education
School of Education
College of Human and Social Futures
Focus area
Education
Contact Details
| james.albright@newcastle.edu.au | |
| Phone | 02 4921 5901 |
| Fax | (02) 4921 7887 |
Office
| Room | HC 65 |
|---|---|
| Building | Hunter Building |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
Connect with me
Research Networks
NEWS • Feb 20.2015
ERA Research Evaluation Committees 2015
Nine University of Newcastle researchers have been selected by the Australian Research Council for membership of the 2015 Excellence in Research for Austral