Dr Jess Harris

Dr Jess Harris

Senior Lecturer

School of Education

Collaborating for greater equity in education

Dr Jess Harris’ qualitative research is helping to strengthen our education systems and create greater equity in education for students and teachers everywhere.

Image of Jess Harris

How can we improve education for students across every region of Australia, from the bright city lights to remote country towns?

Dr Jess Harris believes the answer lies in greater collaboration between students, teachers, the community and researchers. Her research brings groups together to pinpoint ways to boost professional development and student learning outcomes, especially at schools and universities that are disadvantaged by geography or resources.

“My research is about creating change for all,” says Jess. “I am focused on creating better learning environments for all students and their teachers by developing an understanding of excellent practices already being implemented by schools and finding ways to facilitate improvements.”

While Jess often works closely with Australian schools and other educational institutions, her findings and innovative research methods are also contributing to improved, equitable education worldwide.

Untangling the system

The education system can be a complex ecosystem and Jess understands this better than most.

Schools, universities and other educational institutions usually operate within a web of relationships, leadership and regulations at the individual, institutional and government levels. Before change can take place, Jess explains that the first step is to build a clear picture of current practices and behaviours, and to carefully consider all the interconnecting factors that influence student learning.

“People don’t always question why things are done in a particular way. When we start focusing on small issues and question ‘why does this happen here?’ we can start to identify alternative ways of going about things. I am motivated by the idea that small changes can make a big impact.”

Jess recently collaborated with a team of researchers, practitioners, teachers and community leaders in Queensland to examine and trial new approaches that create more inclusive school environments for students, especially for those who do not engage well with traditional ways of working.

“Through this collaboration, we found that teachers became more aware of how their practices in the classroom could be inclusive of the needs of all students. We provided them with opportunities to question, test out new approaches, and evaluate their practice.”

Jess takes a qualitative approach to research, driving conversations around key problem areas and collaborating for change. Within higher education settings, this includes working closely with contract researchers and preservice teachers to better understand their conditions of work and raise red flags on areas of concern.

“My main hope is to start conversations about how the everyday things people do contribute to broader social impact, like how teachers’ interactions with students in the classroom can contribute to improving student learning or how deeper understanding of the lives of researchers working on short-term contracts can contribute to changes in the way they are managed within institutions.”

Teaching the teachers

The best way to improve student learning is by empowering teachers to share their expertise. Jess’ most recent research with the University of Newcastle’s Teachers and Teaching Research Centre strives to upskill teaching staff in more locations across Australia through Quality Teaching Rounds (QTR), a process for sustainable, collaborative professional learning.

“This project has the potential to make a substantial impact on teachers’ working lives. Using a broad range of approaches, we are examining how teachers change their classroom practices over time in response to this professional development. We want to understand the experiences of teachers and school leaders in implementing QTR in their schools.”

QTR was developed by the University of Newcastle’s Laureate Professor Jenny Gore and Dr Julie Bowe to help inform and improve teachers’ decision-making in the classroom and boost student learning. With funding from the Paul Ramsay Foundation and the NSW Department of Education, Jess is helping to evaluate the initiative and find ways to scale it up to benefit more teachers and students in remote Australian regions.

“QTR Digital uses technology such as videoconferencing to bridge the geographical divide that can hinder professional development for teachers.”

Involved in both the development and evaluation of QTR Digital, Jess says technology can make professional development opportunities more accessible for teachers in regional, remote and small schools.

“We want to see whether these types of technology make it easier for teachers from regional, remote and small schools to participate in this form of professional development.”

On the global stage

Jess’ research on school change, the practices of teachers and school leaders, and interventions for improving schooling is making a meaningful difference in global conversations about education practices, policy and research.

Some of her earlier work in education policy contributed to the development of key documents, including the Australian Government’s Review of Funding for Schooling (2011) and The Future of Schooling in Australia (2007).

Jess has also presented her research on school change and the practices of teachers and school leaders across Australia and internationally, including Malaysia, Mauritius, Hong Kong and Norway. Her use of person-centred methods, such as conversation analysis, has generated new interest in how qualitative research can help determine the effectiveness of educational systems and interventions.

For Jess, one of the most satisfying aspects of her work is that it allows her to advocate for the most underrepresented in education research. This includes students who aren’t benefitting from traditional teaching methods, preservice teachers and contract researchers, all of whom can face precarious conditions within education settings.

“I am proud to give voice to experiences that might otherwise go unseen. I want my work to inform change within education settings that improve the system for everyone involved.”

Image of Jess Harris

Collaborating for greater equity in education

Dr Jess Harris’ qualitative research is helping to strengthen our education systems and create greater equity in education for students and teachers everywhere.

Read more

Career Summary

Biography

Dr Jess Harris joined the School of Education at the University of Newcastle early in 2016. Her research publications span a range of areas, highlighting her interest in the fields of school change, educational leadership, and the study of talk and social interaction using Conversation Analysis methods.

Jess previously held academic positions at the Queensland University of Technology (QUT), the University of Queensland, Griffith University, and the University of Melbourne. Most recently, she worked with a team of researchers at QUT and the University of Manchester on an ARC Linkage Project examining “Ethical leadership in a context of high-stakes data-driven accountability” (2013 – 2016). In 2010 she was awarded a highly competitive University of Queensland Postdoctoral Fellowship, exploring initial teacher education policies and practices in a variety of settings (2010 – 2013). Additionally, Jess gained experience in the private sector, working as Director of Research (2005 – 2008) and continuing as Senior Consulting Researcher at Educational Transformations Pty Ltd.

Research Expertise

Jess' research interests include the practices used by school leaders, teachers, students, and community members to improve schooling for all students both in Australia and internationally. She is particularly interested in working with school leaders, teachers, and students to support collaborative inquiry with the goal of developing local solutions to issues that they face in their school community.

Her interests in qualitative research, particularly Conversation Analysis and Ethnomethodology, have led her to the micro-analysis of structures and patterns in social action in a range of institutional settings. Jess has published research on talk in medical consultations, counselling helplines, and educational settings including school leadership meetings, initial teacher education, and doctoral education.


Qualifications

  • Doctor of Philosophy, University of Queensland
  • Bachelor of Arts (Honours), University of New South Wales

Keywords

  • Collaborative inquiry
  • Conversation Analysis
  • Educational leadership
  • Ethnomethodology
  • Qualitative research methods
  • School change

Fields of Research

Code Description Percentage
200105 Organisational, Interpersonal and Intercultural Communication 20
130313 Teacher Education and Professional Development of Educators 50
130304 Educational Administration, Management and Leadership 30

Professional Experience

UON Appointment

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

Academic appointment

Dates Title Organisation / Department
29/01/2013 - 29/01/2016 Research Associate Queensland University of Technology
Faculty of Education
Australia
7/01/2010 - 25/01/2013 Postdoctoral Research Fellow The University of Queensland
School of Education
Australia
31/08/2008 - 30/12/2009 Research Fellow Griffith University
School of Education and Professional Studies
Australia
5/09/2005 - 30/04/2008 Research Fellow The University of Melbourne
Graduate School of Education
Australia

Professional appointment

Dates Title Organisation / Department
5/09/2005 - 30/04/2008 Director of Research Educational Transformations Pty Ltd.
Australia
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Publications

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


Book (3 outputs)

Year Citation Altmetrics Link
2018 Harris J, Carrington S, Ainscow M, Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London, 180 (2018)
Citations Scopus - 2
2008 Caldwell BJ, Harris J, Why Not the Best Schools? What we have learned from outstanding schools around the world, ACER Press, Camberwell, VIC (2008)
2008 Caldwell BJ, Harris JL, Breakthrough in Governance, International Network for Educational Transformations, Specialist Schools and Academies Trust, United Kingdom (2008)

Chapter (15 outputs)

Year Citation Altmetrics Link
2018 Harris J, Carrington S, Ainscow M, 'Preface', Promoting Equity in Schools Collaboration, Inquiry and Ethical Leadership, Taylor and Francis, London xiii-xiv (2018)
DOI 10.4324/9781315105659
2018 Harris J, Ainscow M, Carrington S, 'Speaking to policy and practice: Implications for change', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 142-160 (2018) [B1]
DOI 10.4324/9781315105659
2018 Comber B, Klenowski V, Harris J, 'Listening to the voices of teachers', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 45-68 (2018) [B1]
DOI 10.4324/9781315105659
2018 Spina N, Harris J, 'A whole-school approach to change', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 83-100 (2018) [B1]
DOI 10.4324/9781315105659
2018 Ainscow M, Harris J, 'Sharing knowledge beyond the school gate', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 101-120 (2018) [B1]
DOI 10.4324/9781315105659
2018 Ainscow M, Harris J, Carrington S, 'Addressing the challenge of equity', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 1-17 (2018) [B1]
DOI 10.4324/9781315105659
2018 Carrington S, Harris J, Ainscow M, 'A collaborative action research network', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, Abington, Oxon. 17-29 (2018) [B1]
DOI 10.4324/9781315105659
2018 Carrington S, Harris J, Ainscow M, 'A collaborative action research network', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, Abington, Oxon. 17-29 (2018) [B1]
DOI 10.4324/9781315105659
2015 Danby SJ, Harris J, Butler CW, 'Helpline Discourse', The International Encyclopedia of Language and Social Interaction, John Wiley & Sons, USA 725-734 (2015) [B1]
2013 Harris J, Zhao Y, Caldwell BJ, 'Conditions for successful reforms: Characteristics of the organisation and culture in Chinese schools in a global context', Curriculum Reform in China: Changes and Challenges 61-78 (2013) [B1]

Reforms to the basic education system in China have reflected an increasing awareness of and openness to new ideas from the global education sphere. Many of the concepts involved ... [more]

Reforms to the basic education system in China have reflected an increasing awareness of and openness to new ideas from the global education sphere. Many of the concepts involved in the development and implementation of these reforms, including adopting holistic perspectives of student development; decentralising school governance to facilitate local decision-making to address local needs; and, an increased focus on practical, lifelong learning for all involved in schools, have been promoted in research and policies throughout the world. While working within this global context, the system of schooling in China has retained a unique character that is quite different from education in the West. Drawing on an international project on school transformation, this chapter aims to examine how five secondary schools in Chongqing, a municipality in Southwestern China, have harnessed and aligned their resources to provide effective school governance following the curriculum reforms. Furthermore, the chapter will examine the similarities and differences between the organisational structures and cultures of these schools in China and successful schools in Australia, England, Finland, Wales and the United States. © 2012 by Nova Science Publishers, Inc. All rights reserved.

Citations Scopus - 2
2012 Harris J, Theobald M, Danby S, Reynolds E, Rintel ES, ' What s going on here? : The pedagogy of a data analysis session', Reshaping Doctoral Education: International Approaches and Pedagogies 83-95 (2012) [B1]
DOI 10.4324/9780203142783
Citations Scopus - 5
2012 Caldwell B, Loader D, Harris J, Zhao Y, 'Capital formation in the futures focused school: Indicators of a breakthrough in school improvement', The Routledge International Handbook of Teacher and School Development 410-420 (2012) [B1]

© 2012 for selection and editorial matter Christopher Day; individual chapters, the contributors. The central theme of this chapter is that much of the work in school improvement ... [more]

© 2012 for selection and editorial matter Christopher Day; individual chapters, the contributors. The central theme of this chapter is that much of the work in school improvement has used a traditional approach with a short-to medium-term time frame and a constrained view of the resources required. The purpose of this chapter is to report the findings of two large-scale projects which hold the promise of a breakthrough in research, policy and practice in school improvement. There are two strands in this breakthrough. The first derives from the fact that much of the traditional work on school improvement has occurred within an existing more-or-less traditional approach to schooling and with a relatively short time frame to planning which rarely extends beyond three to five years. The breakthrough is to understand that school improvement should also involve longterm planning and this may lead schools and school systems into new territory, even a new paradigm of schooling. The second reflects assumptions in policy and practice that efforts to achieve improvement are largely restricted to the school itself and with resources that are delivered to it from a systemic authority. It is a ¿closed box¿ view of school improvement. The breakthrough is a much broader view of resources, or forms of capital, and that strengthening and aligning four forms of capital - intellectual, social, spiritual and financial - should lie at the heart of the school improvement endeavour in the years ahead. Evidence was gathered in two major research and development projects conducted by Melbourne- based Educational Transformations. A summary of the methodology and findings is presented in the pages that follow. The case that the knowledge that has been acquired constitutes a ¿breakthrough¿ is presented in the final section where attention is also given to implications for leadership. It is proposed that strategies based on a combination of the findings will add significant value to efforts to achieve improvement at the school site and across a system. There are implications for current efforts to personalise learning.

DOI 10.4324/9780203815564-46
Citations Scopus - 1
2010 Pendergast D, Renshaw P, Harris J, 'Community', Teaching Middle Years: Rethinking Curriculum, Pedagogy and Assessment, Allen & Unwin, Sydney 286-301 (2010)
2010 SIngh P, Harris J, 'Pedagogic Translations: Dominant Pedagogic Modes and Teacher Professional Identity', Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein s Sociology of Knowledge, Peter Lang Publishing, New York 249-267 (2010)
2007 Caldwell BJ, Harris J, 'Global Context of School Leadership', Transformation and Innovation: System Leaders in the Global Age, International Network for Educational Transformations, Specialist Schools and Academies Trust, United Kingdom 62-103 (2007)
Show 12 more chapters

Journal article (13 outputs)

Year Citation Altmetrics Link
2019 Fray L, Gore J, Harris J, North B, 'Key influences on aspirations for higher education of Australian school students in regional and remote locations: a scoping review of empirical research, 1991 2016', Australian Educational Researcher, (2019)

© 2019, The Australian Association for Research in Education, Inc. Despite numerous equity initiatives aimed at increasing participation in higher education, students from regiona... [more]

© 2019, The Australian Association for Research in Education, Inc. Despite numerous equity initiatives aimed at increasing participation in higher education, students from regional and remote communities continue to be underrepresented in Australia. This paper presents a scoping review of empirical studies, published between 1991 and 2016, that examined aspirations for higher education of students from regional and remote areas. Analysis of the 65 articles revealed an emphasis on enablers and barriers to participation in higher education including: cost and distance, supportive environments, attachment to home, schooling and academic achievement, knowledge of pathways, and individual characteristics. However, much of the research offers a homogeneous view of regional and remote communities which elides location-specific characteristics that are powerful in shaping educational aspirations. We argue that there is a critical need for greater understanding of the diversity of experiences, influences, and aspirations among students within rural and remote communities to underpin the provision of appropriate infrastructure and support for their higher education aspirations. We identify some key avenues for further research into the aspirations of students in rural and remote communities and the ways in which this research can inform and improve outreach activities.

DOI 10.1007/s13384-019-00332-4
Co-authors Jenny Gore, Leanne Fray
2019 Harris J, Theobald M, Keogh J, 'Combining analytical tools to inform practice in school-based professional experience', Journal of Pragmatics, 143 255-266 (2019) [C1]

© 2018 Elsevier B.V. While always an interdisciplinary endeavour, rapid growth in the fields of Ethnomethodology (hereafter EM) and Conversation Analysis (hereafter CA) has led to... [more]

© 2018 Elsevier B.V. While always an interdisciplinary endeavour, rapid growth in the fields of Ethnomethodology (hereafter EM) and Conversation Analysis (hereafter CA) has led to the broader application of EM/CA methodologies and the engagement of researchers from beyond the more traditional fields of sociology and linguistics. EM/CA methodologies are being used to both understand the orderliness of social interaction and also to address specific institutional issues, in this instance in higher education settings. This paper explores the challenges inherent in using these approaches to researching institutional relationships, particularly when a primary aim of the research is to inform practitioners of practices used within institutional settings. We argue the need to draw on a variety of analytical tools to understand in situ practices alongside other lenses to translate these understandings of institutional practice to practitioners. Drawing on data from a study of audio-recorded conversations between supervisory and preservice teachers during the school-based professional experience component of initial teacher education, our analysis illustrates how the tools of conversation analysis and membership categorization analysis reveal the intricacies of how supervising and preservice teachers negotiate issues of asymmetry and position themselves through references to specific institutional documents. We then use the work of Dorothy Smith to support the translatability of descriptive findings to support interventions in the field. We use this example to demonstrate the affordances of using various analytic tools in complementary ways to overcome methodological challenges and provide new insights into institutional relationships and inform future practice.

DOI 10.1016/j.pragma.2018.04.002
2019 Harris J, Church A, 'Methodological insights from ethnomethodology and conversation analysis', JOURNAL OF PRAGMATICS, 143 201-204 (2019)
DOI 10.1016/j.pragma.2019.02.017
2019 Miller A, Gore J, Wallington C, Harris J, Prieto-Rodriguez E, Smith M, 'Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of quality teaching rounds', International Journal of Educational Research, 98 146-158 (2019) [C1]

© 2019 The Authors Translation of teacher professional development into improved student outcomes is of global interest, with experimental methods required to demonstrate potentia... [more]

© 2019 The Authors Translation of teacher professional development into improved student outcomes is of global interest, with experimental methods required to demonstrate potential professional development intervention effects. This protocol for a four-arm cluster randomised controlled trial is designed to test the efficacy of a structured collaborative approach to professional development called Quality Teaching Rounds (QTR). Linear mixed models will be used to compare a QTR group to two time-equivalent intervention groups, and a usual-practice control group. The primary outcomes are at the student level (reading, mathematics and science). Secondary outcomes are assessed at student level (quality of school life and aspirations), and teacher level (teaching quality, engagement, morale, teaching efficacy and collective efficacy). Qualitative methods are used to compliment quantitative analysis.

DOI 10.1016/j.ijer.2019.09.002
Co-authors Maxwell Smith, Andrew Miller, Jenny Gore, Elena Prieto
2018 Harris J, 'Speaking the culture: understanding the micro-level production of school culture through leaders talk', Discourse, 39 323-334 (2018) [C1]

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Global contexts of accountability have placed unprecedented pressure on school leaders to improve the performan... [more]

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Global contexts of accountability have placed unprecedented pressure on school leaders to improve the performance of their schools. Despite recognition that leaders¿ influence is mediated by school culture, few studies offer systematic examinations of culture-in-action in schools. The concept of culture remains nebulous and is frequently glossed over as being ¿messy¿ in studies of school change. This paper uses tools from membership categorisation analysis to demonstrate how culture is produced at a micro-level in and through the actions of leaders in one school. My analysis shows a disjuncture between the purported values and policies of the school and the ways that school leaders through their talk construct and implement school practices, and thus the culture-in-action at their school. I argue that implementing effective change is impossible without understanding and disrupting the micro-level production and reproduction of culture in schools.

DOI 10.1080/01596306.2016.1256271
2015 Ehrich LC, Harris J, Klenowski V, Smeed J, Spina N, 'The centrality of ethical leadership', Journal of Educational Administration, 53 197-214 (2015) [C1]

© Emerald Group Publishing Limited. Purpose ¿ The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven acco... [more]

© Emerald Group Publishing Limited. Purpose ¿ The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven accountability. The purpose of this paper is to focus on school principals¿ perceptions of how they understand ethical leadership and how they lead the ethical use of data. Design/methodology/approach ¿ This study utilises semi-structured interviews with six state school principals (one primary and six secondary) to explore their perceptions of ethical leadership practices; and how they balance current competing accountabilities in a context of performance-driven accountability. Findings ¿ There were four key findings. First, principals used data to inform and direct their practices and their conversations with teachers. Second, while ethics was a central consideration in how principals¿ led, practising in an ethical manner was identified as complex and challenging in the current context. Third, Starratt¿s (1996) ethical framework proved to be relevant for interpreting principals¿ practices. Finally, all of the principals referred to dilemmas they faced as a result of competing priorities and all used a variety of strategies to deal with these dilemmas. Originality/value ¿ While there is a small body of research that explores school leaders¿ understandings of ethical tensions and dilemmas, there is little research that has focused on school leaders¿ understandings of the ethical use of data. This study, then, contributes to this area as it provides a discussion on school principals¿ leadership practices in the current climate driven by data use.

DOI 10.1108/JEA-10-2013-0110
Citations Scopus - 9
2015 Ehrich LC, Harris JL, Klenowski V, Smeed J, Ainscow MA, 'Ethical leadership in a time of increasing accountability', Leading and Managing, 21 22-22 (2015)
2013 Singh P, Thomas S, Harris J, 'Recontextualising policy discourses: A Bernsteinian perspective on policy interpretation, translation, enactment', Journal of Education Policy, 28 465-480 (2013) [C1]

This paper contributes to critical policy research by theorising one aspect of policy enactment, the meaning making work of a cohort of mid-level policy actors. Specifically, we p... [more]

This paper contributes to critical policy research by theorising one aspect of policy enactment, the meaning making work of a cohort of mid-level policy actors. Specifically, we propose that Basil Bernstein's work on the structuring of pedagogic discourse, in particular, the concept of recontextualisation, may add to understandings of the policy work of interpretation and translation. Recontextualisation refers to the relational processes of selecting and moving knowledge from one context to another, as well as to the distinctive re-organisation of knowledge as an instructional and regulative or moral discourse. Processes of recontextualisation necessitate an analysis of power and control relations, and therefore add to the Foucauldian theorisations of power that currently dominate the critical policy literature. A process of code elaboration (decoding and recoding) takes place in various recontextualising agencies, responsible for the production of professional development materials, teaching guidelines and curriculum resources. We propose that mid-level policy actors are crucial to the work of policy interpretation and translation because they are engaged in elaborating the condensed codes of policy texts to an imagined logic of teachers' practical work. To illustrate our theoretical points we draw on data; collected for an Australian research project on the accounts of mid-level policy actors responsible for the interpretation of child protection and safety policies for staff in Queensland schools. © 2013 Taylor & Francis.

DOI 10.1080/02680939.2013.770554
Citations Scopus - 47
2013 Harris JL, Keogh J, Jervis-Tracey P, 'Doing Collaborative Reflection in the Professional Experience', Australian Journal of Communication, 40 33-45 (2013) [C1]
2013 Keogh J, Harris J, Jervis-Tracey P, 'The work of categorisation in achieving moral order in feedback talk during the school-based professional experience', Journal of Applied Linguistics and Professional Practice, 10 109-128 (2013)

© 2017, EQUINOX PUBLISHING. As part of the school practicum experience, supervising and pre-service teachers have regular professional conversations. Supervising teachers are expe... [more]

© 2017, EQUINOX PUBLISHING. As part of the school practicum experience, supervising and pre-service teachers have regular professional conversations. Supervising teachers are expected to model, assess and evaluate their pre-service teachers' classroom skills, and a key component of this is feedback about pre-service teachers' teaching techniques. This paper uses conversation analysis and membership categorisation analysis to unpack the initial three turns of such feedback to show how they have procedural consequence for the speakers' professional relationships and for the talk that follows. Analysis of seven audio-recordings reveals some of the conversational ways the participants constitute their institutional roles and relationships within a particular moral relational order: the speakers talking as supervising, or pre-service teachers with and for each other about teaching practices. Pre-service teachers are seen for the most part to align with their supervising teachers' versions of events. These speakers collaboratively co-construct asymmetrical institutional relationships, interactively normalising their shared understandings of attributes associated with 'good' teachers and effective teaching. We suggest that the development of such asymmetric relationships and understandings may well inhibit pre-service teacher learning, limiting possibilities for extended understandings of alternative classroom practices.

DOI 10.1558/japl.18760
2012 Harris J, Danby S, Butler CW, Emmison M, 'Extending client-centered support: Counselors' proposals to shift from e-mail to telephone counseling', Text and Talk, 32 21-37 (2012) [C1]

The availability and use of online counseling approaches has increased rapidly over the last decade. While research has suggested a range of potential affordances and limitations ... [more]

The availability and use of online counseling approaches has increased rapidly over the last decade. While research has suggested a range of potential affordances and limitations of online counseling modalities, very few studies have offered detailed examinations of how counselors and clients manage asynchronous e-mail counseling exchanges. In this paper we examine e-mail exchanges involving clients and counselors through Kids Helpline, a national Australian counseling service that offers free online, e-mail, and telephone counseling for young people up to the age of 25. We employ tools from the traditions of ethnomethodology and conversation analysis to analyze the ways in which counselors from Kids Helpline request that their clients call them, and hence change the modality of their counseling relationship, from e- mail to telephone counseling. This paper shows the counselors' three multilayered approaches in these e-mails as they negotiate the potentially delicate task of requesting and persuading a client to change the trajectory of their counseling relationship from text to talk without placing that relationship in jeopardy. © Walter de Gruyter.

DOI 10.1515/text-2012-0002
Citations Scopus - 23
2009 Harris J, Zhao Y, Caldwell BJ, 'Global characteristics of School transformation in China', Asia Pacific Journal of Education, 29 413-426 (2009)

© 2009 National Institute of Education, Singapore. In many ways, China¿s education system is quite different from systems of education in the West. Rich descriptions of school tra... [more]

© 2009 National Institute of Education, Singapore. In many ways, China¿s education system is quite different from systems of education in the West. Rich descriptions of school transformation, however, have revealed that the factors that fuelled transformation in schools in China are also evident in schools in Australia, England, Finland, Wales and the United States. This paper draws on an international project that examined how secondary schools from six countries achieved success by developing and drawing on their resources, referred to as four forms of capital: financial, intellectual, social and spiritual. It describes how five secondary schools in Chongqing, Western China, viewed each form of capital and how the four forms of capital were strengthened and aligned through outstanding governance to support the success of all students. The case is made that, although some aspects of the forms of capital found in schools in China may be viewed differently, the approaches adopted by these schools share a number of common elements with approaches to school transformation identified in Western schools. It is argued that these common elements from a range of international settings constitute a rich evidence base for understanding school transformation and for new insights in governance and leadership.

DOI 10.1080/02188790903308860
Citations Scopus - 14
2006 Wilhelm K, Brownhill S, Harris J, Harris P, 'Depression: What should the doctor ask?', Australian Family Physician, 35 163-165 (2006)

Background: There are barriers to doctors detecting depression in general practice. We wondered what questions patients thought the doctor should ask to explore it appropriately. ... [more]

Background: There are barriers to doctors detecting depression in general practice. We wondered what questions patients thought the doctor should ask to explore it appropriately. Methods: One hundred and thirty-six teacher trainees, teachers, and students in the community, most of whom had experienced depression, were studied qualitatively in interviews and focus groups. They were asked to suggest what questions they would find helpful from doctors to elicit their experience of depression. Transcripts were grouped by gender and content analysed. RESULTS Subjects suggested starting with open questions that act as signals for moving into emotional areas followed by specific questions about specific somatic expressions of depression. Men preferred questions about shorter fuse and anger toward others, while women were happy with questions about increased crying. Discussion: If confirmed in other sectors of the community, these data may allow doctors to increase patients ' comfort with their exploration of possible emotional problems such as depression.

Citations Scopus - 3
Show 10 more journal articles

Conference (5 outputs)

Year Citation Altmetrics Link
2019 Fray L, Gore J, Patfield S, Harris J, 'Why would you go to uni? Habitus, symbolic violence and the aspirations of rural school students.', Toronto, Canada (2019)
Co-authors Sally Patfield, Jenny Gore, Leanne Fray
2019 Gore J, Gibson AS, Fray L, Patfield S, Harris J, 'Emotional and material realities shaping young people s higher education aspirations in regional and remote Australia.', Toronto, Canada (2019)
Co-authors Leanne Fray, Sally Patfield, Jenny Gore
2019 Fray L, Harper M, Gore J, Patfield S, Harris J, 'On location : The interplay of rural social space and post-school aspirations.', Toronto, Canada (2019)
Co-authors Leanne Fray, Sally Patfield, Jenny Gore
2018 Gore J, Fray LT, Harris J, Smith M, Patfield S, 'Presence and proximity: A study of rural school students aspirations for higher education', New York (2018)
Co-authors Leanne Fray, Sally Patfield, Maxwell Smith, Jenny Gore
2016 Lloyd AB, Gore J, Harris J, smith M, Gruppetta M, Holmes K, '"Unlocking capacity and empowering choices : Indigenous students aspirations for higher education', Melbourne (2016)
Co-authors Jenny Gore, Adam Lloyd, Maxwell Smith
Show 2 more conferences

Other (1 outputs)

Year Citation Altmetrics Link
2017 Harris JL, Klenowski V, 'Using collaborative inquiry to improve student engagement and agency through innovative pedagogy', SAGE research methods cases: SAGE (2017)
DOI 10.4135/9781473992641

Report (6 outputs)

Year Citation Altmetrics Link
2019 Gore J, Fray L, Patfield S, Harris J, 'Community influence on university aspirations: Does it take a village?', National Centre for Student Equity in Higher Education, 88 (2019)
Co-authors Jenny Gore, Leanne Fray, Sally Patfield
2019 Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy: Learning Impact Fund Evaluation Report', Evidence for Learning (2019)
Co-authors Leanne Fray, Andrew Miller, Elena Prieto, Jenny Gore
2019 Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy Evaluation: Statistical Analysis Plan', Evidence for Learning (2019)
Co-authors Elena Prieto, Andrew Miller, Jenny Gore, Leanne Fray
2013 Harris JL, Spina N, Ehrich LC, 'Student-Centred Schools make the Difference', Australian Institute for Teaching and School Leadership, 46 (2013)
2013 Harris JL, Caldwell BJ, Longmuir F, 'A culture of trust enhances performance in schools', Australian Institute for Teaching and School Leadership, 44 (2013)
2011 Vaughan T, Harris JL, Caldwell BJ, 'Bridging the gap in school achievement through the Arts', The Song Room, 36 (2011)
Show 3 more reports
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Grants and Funding

Summary

Number of grants 16
Total funding $18,802,948

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


20192 grants / $102,000

Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$100,000

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

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

Laureate Professor Jenny Gore (Director); Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Professor Bruce King; Professor David Lubans; Mr Andrew Lyell; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith.

Scheme Faculty funding
Role Investigator
Funding Start 2019
Funding Finish 2019
GNo
Type Of Funding Internal
Category INTE
UON N

International Institute of Ethnomethodology and Conversation Analysis (IIEMCA), Germany, 2 - 5 July 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

20184 grants / $17,228,326

Building Capacity for Quality Teaching in Australian Schools$16,468,969

Funding body: Paul Ramsay Foundation

Funding body Paul Ramsay Foundation
Project Team

Jennifer Gore, Drew Miller, Jess Harris, Elena Prieto-Rodriguez, Julie Bowe, Max Smith, David Lubans

Scheme Project Grant
Role Investigator
Funding Start 2018
Funding Finish 2022
GNo
Type Of Funding C3112 - Aust Not for profit
Category 3112
UON N

Investigating the efficacy, complexity and sustainability of teacher change$581,836

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Laureate Professor Jennifer Gore, Doctor Drew Miller, Doctor Jess Harris, Doctor Elena Prieto-Rodriguez, Professor David Lubans, Associate Professor Peter Howley, Doctor Julie Bowe, Ms Caitlin Field
Scheme Discovery Projects
Role Investigator
Funding Start 2018
Funding Finish 2021
GNo G1601525
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$160,000

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

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

Dr Julie Bowe; Laureate Professor Jenny Gore (Director); Dr Jess Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith; Professor Geoff Whitty; Dr Leanne Fray; Mr Andrew Lyell; Professor Bruce King; Dr Adam Lloyd; Professor David Lubans.

Scheme Faculty funding
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Internal
Category INTE
UON N

UON analysis of Quality Teaching lesson excerpts$17,521

Funding body: NSW Department of Education

Funding body NSW Department of Education
Project Team Laureate Professor Jennifer Gore, Doctor Julie Bowe, Doctor Drew Miller, Doctor Jess Harris
Scheme Small Research Consultancy
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo G1800864
Type Of Funding C2210 - Aust StateTerritoryLocal - Own Purpose
Category 2210
UON Y

20173 grants / $668,264

Professional development in equity interventions for school teachers$601,532

Funding body: Department of Education and Training

Funding body Department of Education and Training
Project Team Laureate Professor Jennifer Gore, Professor Penny Jane Burke, Associate Professor Peter Howley, Associate Professor Maree Gruppetta, Doctor Jess Harris, Doctor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Adam Lloyd, Dr Andrew Harvey, Professor Jo Lampert
Scheme Higher Education Participation and Partnerships Programme (HEPPP)
Role Investigator
Funding Start 2017
Funding Finish 2019
GNo G1701442
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

Community influence on university aspirations: Does it take a village?$39,072

Funding body: National Centre for Student Equity in Higher Education (NCSEHE)

Funding body National Centre for Student Equity in Higher Education (NCSEHE)
Project Team Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Adam Lloyd, Doctor Jess Harris, Doctor Sally Patfield
Scheme Research Grants Program
Role Investigator
Funding Start 2017
Funding Finish 2018
GNo G1701286
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

Assessment for Graduate Teaching (AfGT)$27,660

Funding body: Australian Institute for Teaching and School Leadership (AITSL)

Funding body Australian Institute for Teaching and School Leadership (AITSL)
Project Team Laureate Professor Jennifer Gore, Professor John Fischetti, Doctor Jess Harris, Doctor Drew Miller, Associate Professor Robert Parkes, Mr Rob Metcalfe, Associate Professor Larissa Mclean Davies
Scheme Research Grant
Role Investigator
Funding Start 2017
Funding Finish 2017
GNo G1701198
Type Of Funding C3111 - Aust For profit
Category 3111
UON Y

20166 grants / $789,358

Locating Aspirations: Evidence to support participation in higher education of low SES students from regional and remote Australia$278,672

Funding body: Department of Education and Training

Funding body Department of Education and Training
Project Team Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Jess Harris, Doctor Adam Lloyd, Professor Geoff Whitty, Professor Max Smith
Scheme Higher Education Participation and Partnerships Programme (HEPPP)
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo G1601033
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

Faculty matching funding for UON PRC scheme 2016/17$200,000

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

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

Prof Max Smith; Prof Penny Jane Bourke, Prof Tracy Levett Jones; Dr Elena Prieto-Rodriguez; Dr Drew Miller; Dr Adam Lloyd; Dr Leanne Fray; Dr Jess Harris; Mr Hywel Ellis

Scheme Faculty funding
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo
Type Of Funding Internal
Category INTE
UON N

Learning Impact: Evaluation of QuickSmart Maths$169,091

Funding body: Social Ventures Australia

Funding body Social Ventures Australia
Project Team Laureate Professor Jennifer Gore, Doctor Drew Miller, Doctor Elena Prieto-Rodriguez, Doctor Jess Harris, Doctor Adam Lloyd, Doctor Leanne Fray
Scheme Learning Impact Fund
Role Investigator
Funding Start 2016
Funding Finish 2018
GNo G1600614
Type Of Funding C3112 - Aust Not for profit
Category 3112
UON Y

"Unlocking Capacity and Empowering Choices": Indigenous Students' Aspirations for Higher Education$134,012

Funding body: Department of Education

Funding body Department of Education
Project Team Laureate Professor Jennifer Gore, Doctor Jess Harris, Professor Max Smith, Associate Professor Maree Gruppetta, Doctor Adam Lloyd, Professor Kathryn Holmes
Scheme Higher Education Participation and Partnerships Programme
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo G1600151
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

An ethnomethodological investigation of student engagement$5,000

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

Funding body Faculty of Education and Arts, University of Newcastle
Scheme New Staff Grant
Role Lead
Funding Start 2016
Funding Finish 2017
GNo
Type Of Funding Internal
Category INTE
UON N

Investigating reflection, feedback and evaluation in pre-service and supervising teacher conversations during professional experience$2,583

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Jess Harris, Laureate Professor Jennifer Gore
Scheme Linkage Pilot Research Grant
Role Lead
Funding Start 2016
Funding Finish 2017
GNo G1601178
Type Of Funding Internal
Category INTE
UON Y

20131 grants / $15,000

Student-Centred Schools make the difference$15,000

Funding body: Australian Institute for Teaching and School Leadership (AITSL)

Funding body Australian Institute for Teaching and School Leadership (AITSL)
Project Team

Jess Harris, Nerida Spina, Lisa C. Ehrich, Judy Smeed

Scheme Contract
Role Lead
Funding Start 2013
Funding Finish 2013
GNo
Type Of Funding Contract - Aust Non Government
Category 3AFC
UON N
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Research Supervision

Number of supervisions

Completed4
Current5

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2019 PhD Capitalising on Collegiality: Investigating the Impact of High-Quality Collaborative Professional Development on Teachers' Social Capital and Students' Achievement PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2019 Masters Creative Visual Pedagogies for Learning M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2019 PhD Elements of Affinity: How Online Learning Shapes Teacher Professional Development PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2017 Masters Education for Learning Equity: Interventions to Support Student Reengagement in High School Education in the Innovation Age M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2017 PhD The Role of Teacher Self-Efficacy in Ameliorating Teacher Burnout - a Mixed Methods Study PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2019 Masters Innovative Futures: Design in the Australian Curriculum M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD “Boom! And it’s all about data”: The Quantification and reorganisation of Australian Education. An Institutional Ethnography Education Studies, Queensland University of Technology Co-Supervisor
2014 PhD 'Moving up, but not moving out’: A policy ecology of the Excellent Teacher Program/Scheme in Malaysia Education, The University of Queensland Co-Supervisor
2014 PhD Primary Teachers’ Talk in the Bruneian Context: Representational Fluency and Consequences for Science Classrooms Education, The University of Queensland Co-Supervisor
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News

More than 30,000 teachers to benefit from education funding boost

July 26, 2018

Improving the quality of school teaching is a global concern at the heart of a visionary education program soon to be rolled out in Australian schools.

Dr Jess Harris

Position

Senior Lecturer
School of Education
Faculty of Education and Arts

Contact Details

Email jess.harris@newcastle.edu.au
Phone (02) 49854548

Office

Room HC64
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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