Professor John Fischetti
Professor
School of Education
- Email:john.fischetti@newcastle.edu.au
- Phone:4921 5979
Reframing education and leadership for the innovative age
Learning centres for equity
In New South Wales, and Australia more broadly, we are on the precipice of a massive transformation of schooling and the assumptions around the education of children. This transformation is focussed on equity and the personalisation of the schooling process. These engaging learning centres will allow students to take ownership for their own education, have autonomy and agency, and where passion is encouraged. Teachers in these new school designs become facilitators who encourage and support students’ individual journeys.
Current standards for initial teacher preparation across the western world are remarkably the same (Australian Institute for Teaching and School leadership, 2017). They are really organizers of evidence that new teachers and their programs must assemble inside these agreed-upon categories. Unfortunately, they are built on and support a model of learning and teaching that is nearly obsolete. The implications are profound for teacher education. Schools of Education mostly place our students in schools as they are, not schools as they need to be. That means we are replicating and perpetuating obsolescence. We need a different kind of teacher for a different kind of school.
“For too long schools have been places young people go to watch their teachers work.” John Fischetti.
Old school paradigm
The current “old school” paradigm of teaching and learning is based on students sitting passively in rows, completing a required syllabus in the order they are told to do so, and with very little choice. Assessment systems reinforce the status quo, promoting learning for “some”, rather than drive learning for all. This assembly-line approach too often sorts students early on based on societal socio economic gaps or based upon educators failure to adapt to the learning environment to individual learner needs. Currently at least 40% of Australian students are disengaged from their schooling (Gross & Sonnemann, 2017). This disengagement is a failure for the individuals and a tragic loss of human capacity to be relevant in the innovation age where critical thinking, problem solving, adaptive reasoning and collaboration are core skills. In “old school”, leadership is more management than transformation. Moreover, in teacher and leadership education, we are too often preparing our new teachers for the schools we are holding onto rather than for the schools we need.
New school paradigm
“We are holding onto the schools of the past rather than evolving the schools we need.” John Fischetti
In the “new school” paradigm, schools will no longer be places young people go to watch their teachers work. They are learning centres, with student engagement at the forefront and personalised learning focussing the instruction on the needs of the learner. Emerging virtual reality and artificial intelligence systems will require reinvention of content delivery and leapfrog pedagogies to new frontiers of exploring and mastering ideas and knowledge. Students in this new school approach are the centre of the learning as they accomplish the syllabus in ways that work for each of them. Assessment from here will be formative and used to modify instruction to meet the needs of learners in real-time. That is equity in action with learning for all as a goal.
What is required to be successful in the innovative age?
“We need a different kind of teacher for a different kind of school.” John Fischetti
In this dynamic learning environment, a new approach to classroom and school leadership is vital. Leadership for old school approaches was primarily management with a mission statement. In new school approaches, leadership is a complex, dynamic empowerment process. The individuals who drive education forward from here—from the classroom to the school to the boardroom - will need a new set of skills to help them create the learning environments that empower every child for success and embrace the culture and expectations of the community as vital partners in the process.
When Copernicus posited, and Galileo confirmed the Sun as the centre of the solar system and that the Earth revolved around it, many learned people of the time considered this heresy. The notion that the syllabus can be accomplished by adjusting it to the passions and needs of the learners is possibly considered heresy today. To some, the idea that passion and student wellbeing help drive intellectual curiosity and lead to building cognitive capacity seems impossible at worst or unrealistic at best. However, the goal of learning for all is to design schools based upon and built around the needs of learners rather than the syllabus or the needs of adults. We are heading this direction led by great educators in Australia and around the world who have adopted promising school designs. In addition, if we stay on top of the technological advances, smart tools can help us differentiate in powerful ways. By preparing new teachers differently, we can provide a bridge from old school to new school without disruption.
When I talk to parents, they often complain that some students on some days get different assistance from their teachers, which they say is not fair. Actually, it is fair, it just isn’t equal. Equity is about giving each child what they need when they need it. With fairness one of Australia’s core values and as we collectively address the inequities of the past, new school designs may be part of our journey to fairness. All of us deserve a fair go as a child, not a predetermined norm-reference box we are put in. We can do this.
The University of Newcastle provides national and international excellence in teacher leader and school leader preparation, educational praxis and research and lifelong learning.
References
- Australian Institute for Teaching and School Leadership (2017). Australian Professional Standards for Teachers. Retrieved from: https://www.aitsl.edu.au/teach/standards
- Gross, P., & Sonnemann, J. (2017). Grattan Institute - Engaging students: Creating classrooms that improve learning. Retrieved from: https://www.grattan.edu.au/wp-content/uploads/2017/02/Engaging-students-creating-classrooms-that-improve-learning.pdf
- Hawkes, S.J. (2014). The Flipped Classroom: Now or Never? AANA Journal. Retrieved from: http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=b0f43991-b96e-416f-88fa-24673aa60e6f%40sessionmgr4008
Reframing education and leadership for the innovative age
Reframing education and leadership for the innovative age.
Career Summary
Biography
We are transitioning from a time when the design of schooling and university education in Australia and the Western world was based on success for some. The goal of learning and teaching in places called ‘schools’ and ‘universities’ will be success for all and preparation for life – not exams.
Professor John Fischetti has worked within this kind of transformational school reform, rethinking schooling, revamping teacher education and modernising transdisciplinary leadership preparation for the past 35 years.
Newcastle hosts one of Australia’s largest schools of education and it sits in the top 150 in the world as measured by the QS rankings. John led the University’s School of Education for six years before taking on the role of Pro Vice-Chancellor of the Faculty of Education and Arts.
Today he is Pro Vice-Chancellor of the College of Human and Social Futures comprising the Newcastle Law School, the Newcastle Business School, the School of Humanities and Social Science, the School of Creative Industries and the School of Education. The College has taken on the challenge to promote equity-minded excellence throughout the social sciences and creative disciplines. As we negotiate the evolving machine-driven world, John’s goal is to revision the future of humanity
He is the immediate Past President of the New South Wales Council of Deans of Education.
Prior to joining the University of Newcastle, John served as Dean and Professor of Educational Leadership at the College of Education and Human Development at Southeastern Louisiana University in Hammond, Louisiana. Prior to that he was a Doctoral Program Chair and Department Head at the University of North Carolina Wilmington. And earlier in his career we was Professor of Education at the University of Louisville in Kentucky, where he helped lead the evolution of the Professional Development School model of teacher education.
John received his doctorate in education in professional development, school reform and educational leadership for change in 1986 at the University of Massachusetts at Amherst. He completed his Masters in Secondary Education and holds a Bachelor of Arts in Economics and American Government from the University of Virginia. John holds his teaching certificate in secondary social studies and has taught high school history, economics and political science.
John’s key research interests include: School Reform, Preparing Leaders for New Roles/Responsibilities, Secondary Teacher Education Global Educational Issues, Curriculum, Instruction and Assessment Technology and Education Research in Teaching and Learning.
His work over the last 35 years focusses on rethinking pedagogy, assessment, schooling and teacher education. John’s equity-driven message is incorporated in his work with undergraduate, post-graduate and PhD students and his leadership of his School and College.
Leadership Expertise
In addition to his current role as Pro Vice Chancellor and recently Dean/Head of School at the University of Newcastle, John was previously Dean and Professor of Educational Leadership at Southeastern Louisiana University in the US. He served as Assistant Director of the Center for Teaching and Learning, Department Chair and Doctoral Program Coordinator at the University of North Carolina at Wilmington. In addition he was Professor and Program Coordinator at the University of Louisville, Kentucky, as well as a lecturer at the University of Massachusetts at Amherst.
Collaborations
John has three levels of research interests:
(1) What occurs when a teacher designs a lesson and teaches it so well that students 'get it,' master it,' or 'learn it’? ‘Where did the teacher learn how to do that? (In a university course?, by watching others? or by making it up herself?).
(2) How can school leaders and teacher educators empower more of (1)?
(3) Since society is built upon inequities both in access and opportunity for educational success, how can state/national/international leaders promote (1) and (2) without creating further achievement gaps through the establishment of elite, select or other kinds of structures that perpetuate the status quo?
Global Learning Equity Network
In 2016, the School of Education launched the Global Learning Equity Network (GLEN) GLEN's goal is to build new international frameworks for teacher education based on combining the areas of “learning” and “equity.” Too often, these domains have been separate discourses in our programs. GLEN is developing new ways to conceive international frameworks for building learning leaders. The theme of the group is that “every child deserves the education that is right for them (him or her).”
This is a different model than in the past where teachers primarily designed lessons and structures around a didactic assumption about learning and teaching. The dynamic nature of learning in the innovation age requires a new approach to preparing teachers. What we need is a different kind of teacher for a different kind of school.
Big Picture Graduation Portfolio Project
The University of Newcastle is pioneering and helping 13 Universities in Australia lead the way by piloting a new route to university – the Big Picture Graduation Portfolio - and is into its third year of accepting selected students into tertiary studies based on their portfolio of learning mapped to national frameworks of learning, rather than an ATAR (Australian Tertiary Admissions Ranking).
Qualifications
- Doctor of Education, University of Massachusetts
- Bachelor of Arts, University of Virginia - USA
Keywords
- Assessment
- Curriculum
- Curriculum, Instruction and Assessment
- Education
- Educational Leadership
- Equity
- Learning education
- Pedagogy
- Professional development
- School Administration
- School reform
- Secondary school teacher education
- Teacher education
- Teaching & Learning
- Technology and Education
- educational policy and practice
- interdisciplinary teaching
- pedagogy
- professional development
- teacher dispositions
- teacher/school accountability
Languages
- English (Mother)
Fields of Research
Code | Description | Percentage |
---|---|---|
390299 | Education policy, sociology and philosophy not elsewhere classified | 40 |
390199 | Curriculum and pedagogy not elsewhere classified | 20 |
390307 | Teacher education and professional development of educators | 40 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Professor Professor of Leadership and School Transformation |
University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/1/2012 - 31/12/2013 | Membership - Louisiana Believes Advisory Committee | Louisiana Believes Advisory Committee United States |
1/1/2012 - 1/6/2013 | Dean | Southeastern Louisiana University College of Education and Human Development United States |
1/1/2012 - 1/6/2013 | Dean and Professor of Educational Leadership | Southeastern Louisiana University College of Education and Human Development United States |
1/1/2008 - | Editorial Board - Journal of STEM Education: Innovations and Research | Journal of STEM Education: Innovations and Research Australia |
1/7/2007 - 1/12/2011 | Professor | University of North Carolina Wilmington Department of Education Leadership; Watson School of Education United States |
1/1/2006 - 31/12/2011 | Editor - Journal of Effective Teaching | Journal of Effective Teaching Australia |
1/7/2001 - 1/6/2007 | Inaugural Chair | University of North Carolina Wilmington Department of Education Leadership; Watson School of Education United States |
1/7/2001 - 1/6/2007 | Professor and Chair | University of North Carolina Wilmington Department of Education Leadership; Watson School of Education United States |
1/1/1995 - | Editorial Board - National Board of Reviewers, Journal of Teacher Education, AACTE | National Board of Reviewers, Journal of Teacher Education, AACTE Australia |
1/7/1988 - 1/6/2001 | Professor | University of Louisville, Kentucky Secondary Education United States |
1/1/1987 - 1/6/1987 | Consultant | Uganda Higher Education Uganda |
1/9/1986 - 1/6/1987 | Accreditation Assistant | University of Massachusetts, Amherst School of Education United States |
1/1/1986 - 1/12/1986 |
Conference Coordinator Building a New Profession: A Teachers' Working Conference. |
University of Massachusetts, Amherst United States |
1/9/1985 - 1/7/1988 |
Assistant Professor & Administrative Coordinator Math English Science Technology Education Project (MESTEP). |
University of Massachusetts, Amherst United States |
1/6/1985 - 1/8/1985 | Program Development/Grants Officer | University of Massachusetts, Amherst Division of Continuing Education United States |
1/7/1984 - 1/6/1985 | On-Site Director | Boston Secondary Schools Project United States |
1/6/1984 - 1/12/1984 | Research Assistant | University of Massachusetts, Amherst School of Education United States |
1/6/1984 - 1/8/1984 | Instructor | University of Massachusetts, Amherst School of Education United States |
1/9/1983 - 1/8/1995 | Teaching Assistant | University of Massachusetts, Amherst School of Education United States |
1/3/1982 - 1/8/1982 | Teaching Assistant | Old Dominion University, Virginia. United States |
1/1/1982 - 1/7/1984 | Graduate Research Assistant | Boston Secondary Schools Project Boston Secondary Schools Project United States |
1/7/1981 - 1/6/1982 | Graduate Research & Administrative Assistant | University of Virginia United States |
1/7/1980 - 1/6/1981 | Receiving Coordinator | University of Virginia Newcomb Hall Bookstore United States |
Membership
Dates | Title | Organisation / Department |
---|---|---|
1/1/2014 - | Membership - Australian Association for Research in Education | Australian Association for Research in Education (AARE) |
1/1/2014 - | Membership - NSW Council of Deans of Education | NSW Council of Deans of Education Australia |
1/1/2012 - 31/12/2013 | Membership - SACS QEP Planning Team | SACS QEP Planning Team Australia |
1/1/2012 - 31/12/2012 | Membership - Department of Education Race to the Top grant awards, Washington, D.C. | Department of Education Race to the Top grant awards, Washington, D.C. United States |
1/1/2011 - 31/12/2013 | Membership - Joint Committee on Standards for Educational Evaluation (JCSEE) Standards Revision Task Force | Joint Committee on Standards for Educational Evaluation (JCSEE) Standards Revision Task Force Australia |
1/1/2010 - 31/12/2013 | Membership - CREATE, Consortium for Research on Educational Assessment and Teacher Effectiveness (President-Elect, 2014) | CREATE, Consortium for Research on Educational Assessment and Teacher Effectiveness (President-Elect, 2014) Australia |
1/1/2010 - 31/12/2013 | Membership - School Turnaround and Reform SIG, AERA | School Turnaround and Reform SIG, AERA United States |
1/1/2009 - 31/12/2011 | Membership - New Hanover County Public Schools Strategic Planning Committee | New Hanover County Public Schools Strategic Planning Committee Australia |
1/1/2008 - 31/12/2011 | Membership - UNCW Reappointment, Tenure and Promotion Committee | UNCW Reappointment, Tenure and Promotion Committee Australia |
1/1/2007 - | Membership - American Association of Colleges for Teacher Education (AACTE) | American Association of Colleges for Teacher Education (AACTE) United States |
1/1/2007 - 31/12/2007 | Membership - NC DPI/NCATE accreditation team for NC State University | NC DPI/NCATE accreditation team for NC State University United States |
1/1/2006 - 31/12/2013 | Membership - Center for Teaching Excellence Advisory Board | Center for Teaching Excellence Advisory Board Australia |
1/1/2005 - 31/12/2011 | Membership - Faculty Senate Budget Committee | Faculty Senate Budget Committee Australia |
1/1/2003 - 31/12/2008 | Membership - State Evaluation Committee, NC | State Evaluation Committee, NC United States |
1/1/1992 - | Membership - American Educational Research Association (AERA) | American Educational Research Association (AERA) United States |
Professional appointment
Dates | Title | Organisation / Department |
---|---|---|
1/1/2021 - 13/1/2024 | Pro Vice-Chancellor College of Human and Social Futures | The University of Newcastle Australia |
13/10/2018 - 31/12/2020 | Pro Vice-Chancellor Faculty of Education and Arts | Faculty of Education and Arts, University of Newcastle Australia |
1/1/1982 - 1/12/1982 | Counselor | Hope House Foundation, Virginia United States |
1/1/1980 - 1/6/1980 | VISTA Volunteer | Haitian Refugee Center Haitian Refugee Center United States |
Teaching appointment
Dates | Title | Organisation / Department |
---|---|---|
1/7/1983 - 1/6/1984 | Teacher and Coordinator | University of Massachusetts, Amherst Division of Continuing Education United States |
1/7/1982 - 1/6/2013 | High School Teacher | Schools in Massachusetts & Kentucky United States |
Awards
Distinction
Year | Award |
---|---|
2001 |
Golden Apple Award Jefferson County Teachers Association (JCTA) |
Prize
Year | Award |
---|---|
2016 |
Australian College of Educators Excellence Award Australian College of Educators |
Recognition
Year | Award |
---|---|
2010 |
The John Fischetti Global Achievement Award University of North Carolina Wilmington |
2009 |
Chancellor’s Teaching Excellence Award University of North Carolina Wilmington |
2001 |
Millennium Maker Jefferson County (Kentucky) |
1997 |
University of Louisville Distinguished Teaching Award University of Louisville, Kentucky |
Invitations
External Reviewer - Departments
Year | Title / Rationale |
---|---|
2009 |
Reviewer Organisation: North Carolina Department of Public Instruction Description: Reviewer of STAR proposals for the Department of Education. |
External Reviewer - Programs
Year | Title / Rationale |
---|---|
2009 |
State reviewer Organisation: North Carolina Department of Public Instruction Description: State reviewer for new teacher education programs for North Carolina Department of Public Instruction reviewed 26 proposals in middle and high school social studies. |
Keynote Speaker
Year | Title / Rationale |
---|---|
2011 |
Keynote Presenter Organisation: Regional Conference of School Partners on Future of Education in North Carolina Description: Keynote Presenter, Regional Conference of School Partners on Future of Education in North Carolina |
1997 |
Keynote Presenter Organisation: Jefferson County High School Institute Description: Keynote Presenter, Jefferson County High School Institute. Topic: High Schools For the 21st Century. |
Speaker
Year | Title / Rationale |
---|---|
2011 |
Convocation Speaker, UNCW Fall Convocation Organisation: University of North Carolina Wilmington Description: selected by students |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (2 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 |
Sellars M, Imig S, Fischetti JC, Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students Skills and Strategies for Classroom Teachers, Routledge, Abingdon, Ox, 152 (2023) [A1]
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2022 |
Imig S, Sellars M, Fischetti J, Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students. Skills and Strategies for School Leaders, Routledge, Abingdon, Oxon, 136 (2022) [A1]
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Nova |
Chapter (18 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2023 |
McGrath J, Fischetti J, 'School Designs for Personalizing and Co-constructing the Learning Journey', Creating Dynamic Places for Learning. An Evidence Based Design Approach, Springer, New York, NY 15-29 (2023) [B1]
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2023 |
Donnelly D, Fischetti J, Ledger S, Boadu G, 'Using a Mixed-Reality Micro-teaching Program to Support at Risk Pre-service Teachers', Work-Integrated Learning Case Studies in Teacher Education Epistemic Reflexivity, Springer Nature, Singapore 273-285 (2023) [B1]
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2020 |
Mcgrath J, Fischetti J, 'What if Compulsory Schooling was a 21st Century Invention?', The Educational Intelligent Economy Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education, Emerald Group Publishing, Bingley, UK 87-105 (2020) [B1]
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2018 |
Fischetti JC, Imig S, 'Bringing the Good : The Urgency of Remarkable School Leadership in Disruptive Times', Research-based Instructional Practices of Effective Principals, Information Age Publishing, Charlotte, North Carolina 251-263 (2018) [B1]
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2018 |
Vergnasi MR, Fischetti JC, Smith M, 'Analytics Framework for K-12 School Systems', Data Leadership for K-12 Schools in a Time of Accountability, IGI Global, USA 206-233 (2018) [B1]
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2015 |
Fischetti JC, Kirylo JD, 'The looting of the American dream: The Post-Katrina rubble of public education in Louisiana', Only in New Orleans: School Choice and Equity Post-Hurricane Katrina, Sense, Rotterdam 277-284 (2015) [B1]
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2015 |
Fischetti JC, Fischetti DL, 'The Green Schooling of America: Emerging Research on Student Learning', Marketing the Green School: Form, Function, and the Future, IGI Global, Hershey, PA 15-24 (2015) [B1]
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2014 |
Fischetti JC, Fischetti DL, 'The green schooling of America: Emerging research on student learning', Marketing the Green School: Form, Function, and the Future 15-24 (2014) The potential of green schools to improve student learning shows real promise. The continued focus on green school buildings, coupled with attention to healthy diets and healthy l... [more] The potential of green schools to improve student learning shows real promise. The continued focus on green school buildings, coupled with attention to healthy diets and healthy living habits, can only help students perform at their best. This chapter details the emerging knowledge base connecting the green schools movement and student learning. The authors share the early indicators, promising potential, and limitations of research related to green schools, and the links to student learning, teacher grades, state assessments, and children's overall health and well-being.
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2014 | Fischetti JC, 'The Student Engagement Paradox', Best Practices in University Teaching, UNCW Center for Teaching Excellence, Wilmington, NC US 65-73 (2014) [B2] | Nova | |||||||||
Show 15 more chapters |
Journal article (50 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2022 |
Fischetti J, Ledger S, Lynch D, Donnelly D, '-Practice before Practicum: Simulation in Initial Teacher Education', Teacher Educator, 57 155-174 (2022) [C1] The benefits of micro-teaching (pre-service teachers practicing their teaching skills with small groups of peers or students) are well documented. However, the overcrowding of the... [more] The benefits of micro-teaching (pre-service teachers practicing their teaching skills with small groups of peers or students) are well documented. However, the overcrowding of the teacher education curriculum, in part due to regulatory mandates, led many initial teacher education (ITE) programs to abandon using micro-teaching. The focus of this study was to understand the experiences of pre-service teachers who are engaging in real-time simulation technology as a new form of micro-teaching. The analysis of our findings indicated that the use of the mixed-reality learning environments (MRLEs) showed promise in helping build candidate self-confidence and preparing novices for their first ¿real¿ teaching practicum. MRLEs appear to be particularly useful for assisting with developing confidence, planning for diverse learners, understanding personalizing pedagogy and engaging with classroom management. We argue the importance of micro-teaching ¿2.0¿ as a strategy to ¿practice before prac¿ and call for increased inclusion of simulation within ITE programs.
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2021 |
McGrath J, Fischetti J, 'Using the future to transform the design logic of schooling: Consensus statements from an expert panel', Policy Futures in Education, 19 703-722 (2021) [C1] We propose a framework of 29 Future School Elements that can be used to consider future models of schooling which we have organised across three pillars of pedagogy, policy and st... [more] We propose a framework of 29 Future School Elements that can be used to consider future models of schooling which we have organised across three pillars of pedagogy, policy and structure. We seek to position the framework within a futures approach to policy making that allows for greater diversity by providing a design logic that can be contextualised, is more pluralistic and can be shaped by a greater number of voices. The findings from our modified Delphi study involved an expert panel who examined the counterfactual research question ¿What if compulsory schooling was a 21st-century invention?¿ Consensus statements were formed by the expert panel by rating items based on impact and equity. We explore ways in which utilising a foresight approach can provide a means to reshape future models of schooling in a meaningful and contemporary way that takes account of some of the challenges and forces that have prevented change.
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2021 |
McGrath J, Fischetti J, 'The future of compulsory schooling: Participant developed scenarios from a modified Delphi survey', Futures, 133 (2021) [C1] In this paper we present five scenarios that describe preferred futures for the design of compulsory schooling. The work addresses the counterfactual research question: What if co... [more] In this paper we present five scenarios that describe preferred futures for the design of compulsory schooling. The work addresses the counterfactual research question: What if compulsory schooling was a 21 st century invention? and is informed by the research in anticipatory systems thinking. The expert advice evolved over multiple rounds of input using a modified Delphi approach. The scenario development round followed a consensus and dissensus process in the early stages. The creation of a series of preferred futures for compulsory schooling can be used by education leaders in states, provinces, and countries to create momentum for strategic change in the static structure of schooling that generally maintains industrial models of schooling. The combining of a modified Delphi process with scenario development can be used to present possible futures which can be contextualised, divergent, and used as a catalyst to create other preferred scenarios for a future based on a success-for-all paradigm.
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2020 |
Brunning M, Fischetti J, Smith M, 'Renewing the Promise and Potential of School-Based Management', NASSP Bulletin, 104 177-201 (2020) [C1]
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2019 |
Ledger S, Ersozlu Z, Fischetti J, 'Preservice Teachers Confidence and Preferred Teaching Strategies using TeachLivE Virtual Learning Environment: A Two-Step Cluster Analysis', Eurasia Journal of Mathematics, Science and Technology Education, 15 1-17 (2019) [C1]
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2019 |
Ledger S, Fischetti J, 'Micro-teaching 2.0: Technology as the classroom', Australasian Journal of Educational Technology, 36 37-54 (2019) [C1]
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2019 |
McGrath J, Fischetti J, 'What if compulsory schooling was a 21st century invention? Weak signals from a systematic review of the literature', International Journal of Educational Research, 95 212-226 (2019) [C1] Counterfactual thinking and foresight strategy are utilised to identify ¿weak signals¿ for future practice. We conducted systematic reviews of empirical studies comparing traditio... [more] Counterfactual thinking and foresight strategy are utilised to identify ¿weak signals¿ for future practice. We conducted systematic reviews of empirical studies comparing traditional and alternative approaches to instruction or assessment to examine the potential for compulsory schooling to be redesigned. This thorough scan of the scholarly horizon provides an opportunity to take the pulse from the literature published over the first one-eighth of the 21st century. Sixteen ¿weak signals¿ were identified from the literature that are discussed in the paper. This review might inform further research into current and future school designs and models, particularly in light of trends to personalise learning that are taking hold around the world.
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2018 |
Fischetti JC, 'Reframing Teacher Education for Learning Equity', Peabody Journal of Education, 267-271 (2018) [C1]
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2018 |
Sellars M, Fakirmohammad R, Fischetti JC, Bui T, Niyozov S, Reynolds RM, et al., 'Conversations on Critical Thinking: Can Critical Thinking Find Its Way Forward as the Skill Set and Mindset of the Century?', Education Sciences, 8 1-29 (2018) [C1]
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2017 |
Lloyd A, Smith M, Dempsey I, Fischetti J, Amos K, 'Short- and medium-term impacts of the Just Like You disability awareness program: A quasi-experimental comparison of alternative forms of program delivery in New South Wales primary schools', Australian Journal of Education, 61 288-304 (2017) [C1] Given the demands for inclusive and more equitable education, this evaluation compared two versions of the Just Like You disability awareness program delivered in primary schools ... [more] Given the demands for inclusive and more equitable education, this evaluation compared two versions of the Just Like You disability awareness program delivered in primary schools in New South Wales, Australia, by Cerebral Palsy Alliance. Participants included 297 students from three schools in the Hunter region in the established program and 327 students from four schools in the Sydney region in the newer version of the program. Compared with the established program, the new format comprised a single presenter with a disability, two shorter sessions (rather than one long session) delivered at least one week apart, revised content mapped to the Australian rather than the NSW curriculum and a non-compulsory ¿homework¿ activity offered at the discretion of the presenter. Longitudinal data included three successive administrations (i.e. pre-test, post-test and delayed follow-up) of the Chedoke-McMaster Attitudes towards Children with Handicaps scale. Quasi-experimental comparisons produced intake-adjusted effect sizes favouring the newer program over the established program both in terms of post-test (d = 0.47) and delayed follow-up (d = 0.42) Chedoke-McMaster Attitudes towards Children with Handicaps scores. The program evaluation demonstrated the efficacy and sustainability of effects in this short-term focussed disability awareness intervention, with the newer version producing greater improvements in student attitudinal change towards people with a disability than the established version.
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2015 |
Fischetti J, Imig S, 'Why is being a school principal one of the most dangerous jobs in the country?', The Conversation, (2015) [O1]
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2014 |
Munoz M, Fischetti JC, Prather J, 'An early college initiative in an urban, high-poverty high school: first-year effects on student achievement and non-academic indicators', Journal of Education for Students Placed at Risk (JESPAR), 19 36-52 (2014) [C1]
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2014 |
Fischetti JC, Kirylo JD, 'The Looting of the American Dream: the post-Katrina rubble of public education in Louisiana', Policy Futures in Education, 12 1064-1069 (2014) [C1]
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2014 |
Fischetti JC, 'Issues in Education: The Rubber Duckies Are Here: Five
Trends Affecting Public Education Around the World', Childhood Education, 90 316-318 (2014) [C3]
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2013 | Fischetti JC, Schilchting K, Williams J, 'The common core may not be for the common good: A whole-child approach to school improvement', Journal of Teaching, Learning, and Research in Educational Leadership, 4 Online (2013) [C2] | ||||||||||
2013 |
Fischetti JC, 'Issues in Education: Last Stand for Teacher Education', Childhood Education, 89 40-41 (2013) [C3]
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1999 |
Abma S, Fischetti J, Larson A, 'The purpose of a professional development school is to make a difference: 10 years of a high school university partnership', Peabody Journal of Education, 74 254-262 (1999) [C1]
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1999 |
Fischetti J, Garrett L, Gilbert J, Johnson S, Johnston P, Larson A, et al., 'This just makes sense: Yearlong experiences in a high school professional development school', Peabody Journal of Education, 74 310-318 (1999) [C1]
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Show 47 more journal articles |
Review (1 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2016 |
Fischetti JC, 'Educational leadership: building bridges among ideas, schools and nations (2016)
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Conference (6 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2023 |
Ledger S, Mariana N, Zuhdi U, Rappa NA, Fischetti J, 'Identifying Teaching Skills of Indonesian Prospective Elementary Teachers with Microteaching Technology 2.0', Online (2023)
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2016 |
Roberts RD, Olaru G, Weiss S, Livert D, Merget K, Fischetti J, 'Measuring personality and emotional intelligence in prospective chefs', PERSONALITY AND INDIVIDUAL DIFFERENCES (2016)
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2007 | Coleman H, Fischetti JC, 'A report card to evaluate educational capacity', CREATE 2007, . (2007) [E3] | |||||||
Show 3 more conferences |
Other (1 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2003 | Fischetti JC, Sherrill D, 'Incorporating ExamView into our Methods Classes (invited)', ExamView Newsletter Winter 2004 ( pp.Online): ExamView (2003) [O1] |
Report (9 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2019 |
Imig S, Fischetti J, 'Final Report on the Comprehensive Coaching Support Program for the Catholic Schools Office Diocese of Maitland/Newcastle', Catholic Schools Office of Maitland-Newcastle, 35 (2019)
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2019 |
Imig S, Fischetti J, Thapliyal N, Riley J, '2018 Professional Learning Partnership Coaching the Quality Learning Organisation', Warners Bay High School (2019)
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2018 |
Gruppetta M, Southgate E, Ober R, Cameron L, Fischetti J, Thunig A, et al., 'Yarning the way: The role of Indigenous education paraprofessionals in guiding the post-school transitions of Aboriginal and Torres Strait Islander youth', Australian Government Department of Education and Training, 17 (2018)
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Show 6 more reports |
Thesis / Dissertation (1 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2022 | Ralston M, Translating the Disability Standards for Education 2005 into Practice, University of Newcastle (2022) |
Grants and Funding
Summary
Number of grants | 15 |
---|---|
Total funding | $628,734 |
Click on a grant title below to expand the full details for that specific grant.
20211 grants / $96,800
Culturally Sensitive Evaluation Framework$96,800
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Nathan Towney, Kath Butler, John Fischetti, James Ballangarry, James Ladwig, Penny Jane Burke, Susan Ledger, Matt Lumb |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | N |
20201 grants / $10,000
Evaluations of Students, Parents and Staff with the Maitland/Newcastle Catholic Diocese$10,000
Funding body: Diocese of Maitland-Newcastle Catholic Schools Office
Funding body | Diocese of Maitland-Newcastle Catholic Schools Office |
---|---|
Project Team | Professor John Fischetti, Mrs Debbie Lynch, Research Assistant |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Other Public Sector - Local |
Category | 2OPL |
UON | N |
20191 grants / $112,727
Thought Leaders Network: building a transformative knowledge community$112,727
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Professor Kylie Shaw, Professor Allyson Holbrook, Associate Professor Scott Imig, Professor John Fischetti, Professor John Fischetti, Professor Allyson Holbrook, Associate Professor Scott Imig |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2021 |
GNo | G1900866 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
20182 grants / $31,500
Building Principal Capacity$27,000
Funding body: Office of Catholic Schools
Funding body | Office of Catholic Schools |
---|---|
Project Team | Dr Scott Imig |
Scheme | Building Principal Capacity |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Research Consultancy$4,500
Funding body: Trinity Bay State High School
Funding body | Trinity Bay State High School |
---|---|
Project Team | Professor John Fischetti |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | G1701637 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
20178 grants / $224,176
Girls in Maths$129,382
Funding body: Margaret Bowers Estate
Funding body | Margaret Bowers Estate |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor John Fischetti, Professor Elena Prieto-Rodriguez, Doctor Adam Lloyd, Doctor Leanne Fray |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1700309 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
Effectiveness of Systems and Environment in Meeting Student Needs$32,070
Funding body: Diocese of Maitland-Newcastle Catholic Schools Office
Funding body | Diocese of Maitland-Newcastle Catholic Schools Office |
---|---|
Project Team | Professor John Fischetti |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2020 |
GNo | G1700496 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
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, Associate Professor 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 | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
TeachLive Implementation Research Consultancy$14,000
Funding body: Teachers Mutual Bank
Funding body | Teachers Mutual Bank |
---|---|
Project Team | Professor John Fischetti |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2020 |
GNo | G1700549 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
Supporting School-based Higher Degree Research Cohorts as Professional Learning - Research Consultancy$13,636
Funding body: Knox Grammer School
Funding body | Knox Grammer School |
---|---|
Project Team | Professor Kylie Shaw, Professor John Fischetti |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701137 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
Educational futures: exploring emerging educational models in regional NSW and their impact upon student engagement and access to higher education$3,728
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Penny Jane Burke, Professor John Fischetti, Doctor Matthew Bunn, Doctor Matt Lumb |
Scheme | Linkage Pilot Research Grant |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1701351 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supporting School Transformation and Community Engagement$2,200
Funding body: St Ignatius School
Funding body | St Ignatius School |
---|---|
Project Team | Professor John Fischetti |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1700709 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
Using Research to Impact Transformation in Australian Independent Schools$1,500
Funding body: Association of Independent Schools
Funding body | Association of Independent Schools |
---|---|
Project Team | Professor John Fischetti |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701374 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20161 grants / $143,531
Yarning the way: The role of Indigenous education paraprofessionals in guiding the post-school educational pathways of Aboriginal and Torres Strait Island youth$143,531
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Associate Professor Maree Gruppetta, Associate Professor Erica Southgate, Professor John Fischetti, Dr Sandy O'Sullivan, Dr Eva McRae-Williams, Dr Peter Stephenson, Professor Liz Cameron, Glenn Auld |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600147 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
20151 grants / $10,000
Evaluation of the Just Like You disability awareness program in NSW Schools$10,000
Funding body: Cerebral Palsy Alliance
Funding body | Cerebral Palsy Alliance |
---|---|
Project Team | Professor Max Smith, Professor John Fischetti, Conjoint Associate Professor Ian Dempsey, Doctor Adam Lloyd |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2016 |
GNo | G1500678 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | An Ethnographic Study Exploring How Phronesis And Tacit Knowledge Is Created In Performing Arts Education. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | What Contributes to Indigenous Students’ Participation and Sense of Belonging, in Schools Identified as being Successful in Indigenous Student Engagement? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | Masters | How Current Economics Curriculum and Pedagogy Obfuscates Monetary Operations and Leads to Poor Policy Outcomes for the Working Class. | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Building Science Capability in Higher Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | The Use of Smart Technologies by Secondary Students Inside and Outside of School | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Leading Change in Time of Crisis: The Implications of a Pandemic on Educational Leadership | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | School Leadership for Transforming Teaching and Learning | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Circles of Connectedness: The Capacity of Drama to Empower Educational Communities through Concentricity with the Circle of Courage | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | Education for Learning Equity: Interventions to Support Student Reengagement in High School Education in the Innovation Age | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | Investigating Impacts and Responses to Regional Indigenous Australian Youth Disadvantage | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Devised Theatre and Contemporary Ensemble: Investigating Creative Practice in Industry and Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | The Impact of Mixed Reality Learning Environments on the Preparation of Preservice Early Childhood Teachers | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | The Controversy Behind the Safe Schools Program: Exploring How LGBTI Students are Supported Within Select Schools Across NSW | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | The Stories Behind the Figures: Successes Occurring for Enabling Students That the Data isn't Showing. Is it Time to Revisit the Definition of 'Success' in Higher Education to be More Inclusive? | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Aiming for Teacher and Student Excellence: The Confluence Between Professional Learning, Curriculum and Teacher and Student Performance | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2017 | PhD | Community Participation in Managing Marginalised Public Schools as an Implementation of Education Policy: A Study to Identify Patterns of Student Engagement/Achievement/Motivation Over Time and at Different Stages in Primary School High School and Beyond | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | An Evaluation of 'Best Practice' Models of Improving Resilience and Well-being in Adolescents | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | Children's Development of Strategising and Positive Dispositions in Music and Mathematics: Implications for Learning in the Primary Classroom | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2015 | PhD | Information & Communication Technology Integration in Bangladeshi Primary Schools: Case Studies of Government Primary Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | Rhetoric and Reality: How Universities in Australia realise Equity | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | Perspectives of Vietnamese Academics on Future-focused Skills Development from International Mobility Experiences | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | An Examination of How System Orientated Educational Policies and Processes Affect Leadership of Transformative Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-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 | Principal Supervisor |
2022 | PhD | Translating the Disability Standards for Education 2005 into Practice | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | What if compulsory schooling was a 21st century invention? A Counterfactual Study of Future Schooling | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | Transforming School Systems: The Place of Contemporary Meta-analytics and Systemness | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | Integration of Emerging Educational Technologies by Teachers of Students who are Deaf or Hard of Hearing in New Zealand | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | A Study of a Professional Learning Program for Primary School Teachers Implementing the New South Wales Science and Technology Syllabus | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | An Exploration of the Challenges and Triumphs of Pre-service Health and Physical Education Teachers’ University Journey: A Model for Positive Transition | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | Masks and Education: A Study in the Teaching of Drama and Theatre Studies in the Australian Secondary Curriculum | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | Assessing EFL Speaking Skills in Vietnamese Tertiary Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | Negotiating the Labyrinth: Female Executives in Higher Education Leadership in Vietnam and Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Perceptions of Vietnamese Teachers Towards Incorporating Dialectical Thinking: A Transformational Model of Curriculum and Pedagogy | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | The Potential of Education to Empower: The Perceptions of Ethnic Minority Women in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | School Leaders' Perceptions of the Drivers and Impediments to Site-Based Innovation | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | A Habermasian Analysis of Arab-West Inter-Governmental and Inter-Ambassadorial Relations: Implications for Western Diplomatic Training | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | Masters | The Impact Strategy Instruction has on Children with a Deficit in the Phonological Loop of Working Memory and a Reading Disability | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | The Trajectory of Universal Primary Education and Educational Decentralization in Tanzania 1961-2015: A Nyererean Perspective | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
Country | Count of Publications | |
---|---|---|
Australia | 21 | |
United States | 12 | |
Canada | 1 | |
Kenya | 1 | |
Pakistan | 1 |
News
News • 3 Sep 2021
Advice and support for COVID-19 impacted HSC students
With year 12 students preparing for one of the most disrupted HSC periods in history, a leading education expert provides advice for coping with exam pressure and cautions perceptions that an ATAR is the only path to university.
News • 26 Aug 2020
Silver lining for COVID-19 affected HSC students
In a year that delivered sudden and dramatic disruption for students at all levels, local year 12 and University of Newcastle students have found a silver lining, participating in a clever initiative aimed at reversing COVID-19 chaos.
Professor John Fischetti
Position
Professor
School of Education
College of Human and Social Futures
Contact Details
john.fischetti@newcastle.edu.au | |
Phone | 4921 5979 |
Link | Personal Blogs |
Office
Room | X - 855 |
---|---|
Building | NUspace |
Location | City , |