Dr Kate Ferguson-Patrick
Senior Lecturer
School of Education
- Email:kate.fergusonpatrick@newcastle.edu.au
- Phone:(02) 4921 7764
Career Summary
Biography
Kate taught in primary settings in the UK and Australia for 15 years before joining the University of Newcastle, initially as a school/university liaison teacher and currently as a senior lecturer in primary curriculum and pedagogy specialist. Kate’s concern is for 21st century learning, promoting collaboration through cooperative learning, and intercultural understanding through global education through her research and teaching practice. Kate wrote her PhD thesis on Cooperative Learning and democracy classrooms and won 'The IASCE Elizabeth Cohen award for Outstanding Thesis or Dissertation' from the International Association for the Study of Cooperation in Education for this thesis. She has developed professional development programs for early career teachers to assist them in implementing cooperative strategies and democratic processes in busy and ever increasingly accountable primary classrooms. Her research in this area of globally valuable strategies to build cohesive classrooms has resulted in a number of international publications and presentations at Australian research conferences as well as in Hong Kong, the UK, Spain and Sweden. Kate led a school teaching professional development initiative as an academic mentor in the Australian Government Quality Teaching Project. Kate has been a visiting scholar at the University of Umea (Sweden) and university of Hull in the UK. Kate was a winner of the Faculty of Education and Arts Postgraduate Research Publication Prize in 2012. Kate is also chief investigator and the community outreach coordinator for the GERT (Global Education Research and Teaching) team with a group of colleagues in the School of Education. The team has published prolifically on international perspectives in global education.
Awards
Kate was recently awarded 'The IASCE Elizabeth Cohen award for Outstanding Thesis or Dissertation' from the International Association for the Study of Cooperation in Education at the International conference held in Taiwan in March 2019.
Research ExpertiseCooperative learning, Democracy classrooms, Intercultural understanding, Inclusive and culturally responsive pedagogies, Global education, Teacher professional learning, Early career teachers, Action learning/research, Mentoring, Quality Teaching, Primary Mathematics, Academic Partner (Australian Government Quality Teaching Project), HSIE and Social Education.
Teaching Expertise
Integrated and differentiated curriculum, Teaching and Learning in HSIE K-6, Teaching and Learning in Maths K-6, Cooperative learning and pedagogy, professional experience and preparation
Administrative Expertise
Program convening (Primary BT/ BA) Professional experience
Collaborations
My research interest lies in cooperative learning, democracy classrooms, intercultural understanding, early career teachers, multi-level and culturally inclusive pedagogies, integrated curriculum, and global education
Qualifications
- Doctor of Philosophy, University of Newcastle
- Bachelor of Education (Honours), Nottingham Trent University - UK
- Master of Arts (Childrens Literature and Literacy), University of Technology Sydney
Keywords
- Action research
- Children's literacy and literature
- Cooperative learning
- Culturally responsive pedagogies
- Democratic classrooms
- Differentiation
- Early career teachers
- Global Education
- Integrated curriculum
- Intercultural understanding
- Multi-level pedagogies
- Primary education
- Professional Preparation
- Quality Teaching
- Refugee and inclusive education
- Teaching and Learning in Primary HSIE
- Teaching and Learning in Primary Maths
Fields of Research
Code | Description | Percentage |
---|---|---|
390199 | Curriculum and pedagogy not elsewhere classified | 30 |
390307 | Teacher education and professional development of educators | 70 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Senior Lecturer | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/1/2004 - | Lecturer | University of Newcastle School of Education and Arts Australia |
Membership
Dates | Title | Organisation / Department |
---|---|---|
National Conference Organiser | Social Educators Association of Australia Inc (SEAA) Australia |
Teaching appointment
Dates | Title | Organisation / Department |
---|---|---|
1/1/1993 - 1/12/2003 | Teacher | NSW Department of School Education Education & Arts Australia |
1/3/1991 - 1/12/1992 | Classroom Teacher | NSW Department of Education Australia |
Awards
Award
Year | Award |
---|---|
2022 |
College Excellence Award Community Engagement (Team) College of Human and Social Futures, University of Newcastle |
Prize
Year | Award |
---|---|
2019 |
The IASCE Elizabeth Cohen award for Outstanding Thesis or Dissertation from the International Association for the Study of Cooperation in Education International Association for the Study of Cooperation in Education |
2012 |
Faculty of Education and Arts Postgraduate Research Publication Prize Faculty of Education and Arts, University of Newcastle |
Teaching Award
Year | Award |
---|---|
2014 |
Dean of Education Award for Excellence in Teaching for the Global Education Research and Teaching Team Faculty of Education and Arts, University of Newcastle |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2018 | Ferguson-Patrick K, Jolliffe W, Cooperative Learning for Intercultural Classrooms Case Studies for Inclusive Pedagogy, Routledge, 176 (2018) | Nova | |||||||||
2015 |
Reynolds R, Bradbery D, Brown J, Carroll K, Donnelly D, Ferguson-Patrick K, Macqueen S, Contesting and constructing international perspectives in global education (2015) [A3] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked internationa... [more] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked international educators in different contexts to indicate how their own experience of global education addresses the broad and contested concepts associated with this notion. Following the lead of the internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia, perspectives were provided on a wide variety of contexts including tertiary education, and teacher education; various pedagogies for global education, including digital pedagogies; and curriculum development at school, tertiary and community levels. Contesting and Constructing International Perspectives in Global Education explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. The book is divided into five sections, Temporal and Spatial Views of Global Education; Telling National Stories of Global Education; Empowering Citizens for Global Education; Deconstructing Global Education; and Transforming Curricula for Global Education. It is envisaged as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time.
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Nova | |||||||||
2015 |
Reynolds R, Bradbery D, Brown J, Carroll K, Donnelly D, Ferguson-Patrick K, Macqueen S, Contesting and constructing international perspectives in global education (2015) [A3] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked internationa... [more] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked international educators in different contexts to indicate how their own experience of global education addresses the broad and contested concepts associated with this notion. Following the lead of the internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia, perspectives were provided on a wide variety of contexts including tertiary education, and teacher education; various pedagogies for global education, including digital pedagogies; and curriculum development at school, tertiary and community levels. Contesting and Constructing International Perspectives in Global Education explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. The book is divided into five sections, Temporal and Spatial Views of Global Education; Telling National Stories of Global Education; Empowering Citizens for Global Education; Deconstructing Global Education; and Transforming Curricula for Global Education. It is envisaged as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time.
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Nova |
Chapter (7 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2023 |
Ferguson-Patrick S, 'Teacher Perceptions of Primary-Aged Students' Social Capabilities in Australia, England, and Sweden and Their Importance to Inclusive Classrooms', Contemporary Global Perspectives on Cooperative Learning: Applications across educational contexts., Routledge, New York 82-93 (2023) [B1]
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Nova | |||||||||
2020 |
Reynolds R, MacQueen S, Ferguson-Patrick S, 'Teacher educators and pre-service teachers work towards knowledge integration. Making authentic links in classroom pedagogy', International Perspectives on Knowledge Integration. Theory, Research, and Good Practice in Pre-service Teacher and Higher Education, Koninklijke Brill NV, Leiden, Netherlands 389-401 (2020) [B1]
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Nova | |||||||||
2018 |
Ferguson-Patrick SK, Reynolds R, MacQueen S, 'The 4Cs of Global Education for Teacher Education Students: Culture, Confidence, Context, and Crowded Curriculum', The Globalisation of Higher Education Developing Internationalised Education Research and Practice, Palgrave Macmillan, Australia 427-445 (2018) [B1]
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Nova | |||||||||
2017 |
Reynolds RM, Macqueen S, ferguson-patrick K, '"Players in the World": Action for Intercultural Competence in Classroom Pedagogy', Educating for the 21st Century. Perspectives, Policies and Practices from around the World., Springer, Singapore, Singapore 47-72 (2017) [B1]
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Nova | |||||||||
2015 |
Macqueen S, Ferguson-Patrick, 'Where s the Action in Global Education? Employing Global
Education for Lasting Change through Teacher Education', Contesting and Constructing International Perspectives in Global Education, Sense Publishers, Rotterdam 115-124 (2015) [B1]
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Nova | |||||||||
2015 |
Reynolds RM, Bradbery D, Brown J, Donnelly D, Ferguson-Patrick K, Macqueen S, Ross A, 'A Values-based Pedagogical Stance: Teaching Teachers for Global Education in Australia', The State of Global Education: Learning with the World and its People, Routledge, New York 174-188 (2015) [B1]
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Nova | |||||||||
2015 |
Reynolds RM, Brown J, Carroll K, Donnelly D, Ferguson-Patrick, Macqueen S, Bradbery D, 'Introduction: Interpreting Global Education', Contesting and Constructing International Perspectives in Global Education, Sense Publishers, Rotterdam 1-7 (2015) [B2]
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Show 4 more chapters |
Journal article (18 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2023 |
Parmigiani D, Nir AB, Ferguson-Patrick K, Baruch AF, Heddy E, Impedovo MA, et al., 'Assessing the development of global competence in teacher education programmes: internal consistency and reliability of a set of rubrics', HIGHER EDUCATION PEDAGOGIES, 8 (2023) [C1]
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Nova | |||||||||
2022 |
Ferguson-Patrick K, 'Developing a democratic classroom and a democracy stance: Cooperative learning case studies from England and Sweden', Education 3-13, 50 389-403 (2022) [C1] One of the key challenges for educators is how to ensure inclusion of all learners in diverse classrooms. One effective way of providing an inclusive environment is by using Coope... [more] One of the key challenges for educators is how to ensure inclusion of all learners in diverse classrooms. One effective way of providing an inclusive environment is by using Cooperative learning. When teachers use Cooperative learning a democracy stance (Vinterek 2010) emerges (Ferguson-Patrick 2014). Such classrooms use inclusive pedagogies that increase participation and decrease exclusion (Florian and Black-Hawkins 2011). This paper will present an analysis of findings from two case studies of schools using Cooperative learning to review the factors that demonstrate this democracy stance in action and show how they create caring communities and a sense of enjoyment through working cooperatively.
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Nova | |||||||||
2021 |
Alshammari J, Reynolds R, Ferguson-Patrick S, 'iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia', English Language Teaching, 14 13-28 (2021) [C1]
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Nova | |||||||||
2020 |
Ferguson-Patrick S, Reynolds R, MacQueen S, 'Investigating the Cultural Competence of Preservice Teachers: Comparisons and Considerations', Journal of International Social Studies, 10 113-137 (2020) [C1]
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Nova | |||||||||
2020 |
Reynolds R, Macqueen S, Ferguson-Patrick K, 'Active citizenship in a global world: opportunities in the Australian Curriculum', Curriculum Perspectives, 40 63-73 (2020) [C1] The Australian Curriculum (ACARA 2017) was born out of the Melbourne Declaration of 2008 which urged the need to teach ¿active and informed¿ citizens. However, in the primary scho... [more] The Australian Curriculum (ACARA 2017) was born out of the Melbourne Declaration of 2008 which urged the need to teach ¿active and informed¿ citizens. However, in the primary school area of the curriculum, examples of active citizenship, and especially active citizenship in a global world, are not easily found. This article exposes some of the complexities of espousing active global citizenship, and then interrogates the primary school Australian Curriculum documents in Humanities and Social Sciences (HASS), English, and Science to find instances of guidance for teachers in promoting these ideas. It was found that learning ¿about¿ active citizenship was an opportunity explored in the curriculum documents much more often than learning ¿to be¿ active citizens. If our younger citizens are indeed seen as requiring an active globally oriented citizenship education in our schools, surely our key curriculum documents should lead this focus by providing real opportunities for teachers to engage in it.
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Nova | |||||||||
2020 | Jolliffe W, Ferguson-Patrick S, 'Cooperative learning: The key to preparing our learners for a globalised world', Journal of Community Guidance & Research, 37 10-18 (2020) [C1] | Nova | |||||||||
2020 |
Ferguson-Patrick K, 'Cooperative learning in swedish classrooms: Engagement and relationships as a focus for culturally diverse students', Education Sciences, 10 1-21 (2020) [C1] The ongoing refugee crisis makes intercultural competence and culturally responsive education crucial issues in schools. At the same time, increased migration poses new challenges... [more] The ongoing refugee crisis makes intercultural competence and culturally responsive education crucial issues in schools. At the same time, increased migration poses new challenges for social cohesion in countries around the world. How schools and classrooms can be fair and inclusive in terms of experiences and outcomes for migrant and refugee students is therefore a key question. This paper will explore the increase in migration of newly arrived students in Sweden, and how teachers in this country are catering for diverse students through cooperative learning. I explore cooperative learning as an inclusive and culturally responsive pedagogy that can be effectively used in schools to support all students and especially ¿refugee¿ or newly arrived students. Using theory from cooperative learning and Stembridge (2020) as a theoretical framework, I particularly focus on analysis using two of Stembridge¿s themes of Culturally Responsive Education: Engagement and Relationships to analyze Swedish primary school classroom observations and teacher interviews and find commonalities between these two themes and the key ideas in cooperative learning. This research is built on the premise that there is more need in education research for up to date observations into the classroom factors that support or hinder learning and the way that within-class groupings can support diversity and inclusivity. Cooperative learning allows participants to develop a commitment to fairness, social responsibility and a concern for others and this particularly caters for our diverse student populations.
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Nova | |||||||||
2019 |
Reynolds R, MacQueen S, Ferguson-Patrick K, 'Educating for global citizenship: Australia as a case study', International Journal of Development Education and Global Learning, 11 103-119 (2019) [C1]
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Nova | |||||||||
2018 |
Ferguson-Patrick K, 'The importance of teacher role in cooperative learning: the effects of high-stakes testing on pedagogical approaches of early career teachers in primary schools', Education 3-13, 46 89-101 (2018) [C1] Cooperative learning (CL) has a strong research base, but it is underutilised. This can be explained by teachers¿ reluctance to experiment with pedagogies in an environment increa... [more] Cooperative learning (CL) has a strong research base, but it is underutilised. This can be explained by teachers¿ reluctance to experiment with pedagogies in an environment increasingly focused on high-stakes testing. Early career teachers (ECTs) need support to be innovative practitioners, particularly with such a complex one as CL. The teacher¿s role is crucial in order to scaffold the students¿ participation in the primary classroom in order to improve their learning and it is teachers¿ pedagogical practices that help to develop these collaborative work habits. This paper explores ECTs responses relating to their role in CL instruction.
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Nova | |||||||||
2018 |
Ferguson-Patrick SK, Reynolds RM, MacQueen SE, 'Integrating curriculum: a case study of teaching Global Education.', European Journal of Teacher Education,, 41 187-201 (2018) [C1]
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Nova | |||||||||
2014 |
Ferguson Patrick K, MacQueen S, Reynolds R, 'Pre-service teacher perspectives on the importance of global education: World and classroom views', Teachers and Teaching: Theory and Practice, 20 470-482 (2014) [C1] In an era of international multimedia exposure and a global economy, there is no question that global education (GE) must be part of the school curriculum. Effective delivery of G... [more] In an era of international multimedia exposure and a global economy, there is no question that global education (GE) must be part of the school curriculum. Effective delivery of GE is reliant on adequate teacher preparation. A group of teacher educators at one University sought to raise the profile of GE with pre-service teachers through the integration of global perspectives in various courses. This paper explores pre-service teacher perceptions of the importance of GE and their learning as a result of this emphasis. Additionally, pre-service teacher preferences for further learning about GE are examined. It is apparent that pre-service teachers are interested in GE, especially in terms of how they can incorporate it in their teaching and, with exposure over a number of semesters student understandings develop, creating better prepared teachers of GE. Not surprisingly, these students were primarily focused on their future classroom practices rather than their role in the world more generally. Additionally, it was clearly evident that unique GE approaches were linked to specific teaching disciplines, an indication that GE continues to be a difficult concept to incorporate without explicit guidance for integration, something not always easy in a university setting. © 2014 Taylor and Francis.
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Nova | |||||||||
2013 |
Reynolds R, Ferguson-Patrick K, McCormack A, 'Dancing in the ditches: reflecting on the capacity of a university/school partnership to clarify the role of a teacher educator', European Journal of Teacher Education, 36 307-319 (2013) [C1]
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Nova | |||||||||
2013 |
Reynolds R, Brown JR, Donnelly D, Bradbery D, Ferguson-Patrick, Macqueen S, 'Teaching Global Education: Lessons Learned for Classroom Teachers', Ethos, 21 18-22 (2013) [C2]
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2011 |
Ferguson-Patrick SK, 'Professional development of early career teachers: A pedagogical focus on cooperative learning', Issues in Educational Research, 21 109-129 (2011) [C1]
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2010 |
Ferguson-Patrick SK, 'Cooperative learning and quality teaching: Early career teachers striving for quality', The International Journal of Learning, 16 385-400 (2010) [C1]
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Nova | |||||||||
2008 | Ferguson-Patrick SK, 'The values of citizenship in a cooperative classroom: Early career teachers' perspectives', The Social Educator, 26 11-18 (2008) [C1] | Nova | |||||||||
2007 |
Ferguson-Patrick SK, 'Writers develop skills through collaboration: An action research approach', Educational Action Research, 15 159-180 (2007) [C1]
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Nova | |||||||||
Show 15 more journal articles |
Review (2 outputs)
Year | Citation | Altmetrics | Link |
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2017 | Ferguson-Patrick SK, 'Social studies and children's literature: diversity and inclusion through picture books (2017) | ||
2015 | Ferguson-Patrick SK, 'Exploring challenging, controversial and confronting topics in Social Studies teaching (2015) |
Conference (20 outputs)
Year | Citation | Altmetrics | Link | ||
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2014 |
Reynolds RM, Bradbery D, Brown J, Donnelly D, Ferguson Patrick K, Macqueen S, 'Building a Global Education perspective in teacher education', Abstracts. Pacific Circle Consortium Conference, Sydney (2014) [E3]
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2014 | Ferguson-Patrick SK, 'Cooperative Learning: Democracy Stance in Early Career Teachers', LICE-2014 Proceedings, London, Heathrow Marriott, UK (2014) [E1] | Nova | |||
2012 | Ferguson-Patrick SK, 'Developing an inclusive democratic classroom 'in action' through cooperative learning', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E1] | Nova | |||
2012 |
Ferguson-Patrick SK, MacQueen SE, Reynolds RM, 'Global education in teacher education programs: Views from pre-service teachers', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E1]
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Nova | |||
2012 |
Reynolds RM, Brown JR, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, MacQueen SE, 'Globalizing teacher training: Embedding global education perspectives in multi-disciplinary pre-service teacher programs', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E1]
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Nova | |||
2011 | Ferguson-Patrick SK, 'A pedagogical focus on cooperative learning: Retaining quality early career teachers through professional', BERA Annual Conference. Final Programme, London (2011) [E3] | ||||
2011 |
MacQueen SE, Ferguson-Patrick SK, Bradbery DR, Donnelly DJ, McLeod JC, Reynolds RM, 'Integrating global education with teacher education', BERA Annual Conference. Final Programme, London (2011) [E3]
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2010 | Ferguson-Patrick SK, 'Cooperative learning for deep transformative citizenship: relationships for social justice', Learning for Life: Sustainability, Global Citizenship and Social Justice. SEAA Biennial Conference with SASOSE Annual Conference. Paper Sessions - Full Abstracts, Adelaide, SA (2010) [E3] | ||||
2010 |
Reynolds RM, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, MacQueen SE, McLeod JC, 'Global education in teacher education - reflections on initiatives across programs in one university', Paper presented at National Council for the Social Studies conference, Denver, CO (2010) [E3]
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2010 |
Reynolds RM, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, MacQueen SE, McLeod JC, 'Teaching global education - individual stories of working the politics of teacher education', Paper presented to Collaborative Action Research Network conference, Cambridge, UK (2010) [E3]
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2010 |
Ferguson-Patrick SK, Bradbery DR, Donnelly DJ, MacQueen SE, McLeod JC, Reynolds RM, 'Global Education with pre-service primary teachers: an integrated approach', Paper presented to the Enhancing Learning Experiences in Higher Education: International Conference, Hong Kong (2010) [E3]
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2010 |
MacQueen SE, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, McLeod JC, Reynolds RM, 'Integrating for global education with preservice teachers', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3]
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2009 | Ferguson-Patrick SK, 'Cooperative learning and quality teaching: Early career teachers striving for quality', 16th International Conference on Learning: Sessions, Barcelona, Spain (2009) [E3] | ||||
2009 | Ferguson-Patrick SK, 'Early career teachers' changes to practice, confidence and understandings in cooperative learning: A case study doctoral project update', AARE 2008 Conference Papers Collection: Proceedings, Brisbane, QLD (2009) [E2] | Nova | |||
2008 | Ferguson-Patrick SK, 'Cooperative learning for multidimensional and multicultural citizenship', SEAA Conference Proceedings, Newcastle, NSW (2008) [E1] | Nova | |||
2007 | Ferguson-Patrick SK, 'Initial understandings and perceptions of cooperative learning: A case study doctoral project', AARE 2007 Conference: Index to Conference Papers, Abstracts and Symposia, Fremantle WA (2007) [E2] | Nova | |||
2007 |
McCormack AC, Reynolds RM, Ferguson-Patrick SK, 'Supporting action research/learning in schools through academic partnerships', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (2007) [E1]
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Nova | |||
2007 |
Ferguson-Patrick SK, McCormack AC, Reynolds RM, 'Academic partners mentoring action research: Reflecting on the learning process from multiple perspectives', Differing Perceptions of the Participative Elements of Action Research, Nottingham, UK (2007) [E2]
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2006 |
Reynolds RM, McCormack AC, Ferguson-Patrick SK, 'University/School Partnerships: Journeys of Three Academic Partners', AARE 05. Education Research. Creative Dissent: Constructive Solutions, Parramatta, Sydney, Australia (2006) [E2]
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2006 |
Ferguson-Patrick SK, McCormack AC, Reynolds RM, 'Academic partners mentoring action research: Reflecting on the learning process from multiple perspectives', Extending Professionalism, Improving Pratice: Exploring the Impact of Action Research, Nottingham, United Kingdom (2006) [E2]
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Show 17 more conferences |
Other (2 outputs)
Year | Citation | Altmetrics | Link |
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2016 | Ferguson-Patrick SK, 'Teachers and intercultural competence: the need to develop citizens committed to social justice through Global Education', Teachers and intercultural competence: the need to develop citizens committed to social justice through Global Education ( issue.2 pp.69-70). USA: International Assembly of the National Council for Social Studies (2016) | ||
2015 | Ferguson-Patrick SK, 'Exploring challenging, controversial and confronting topics in Social Studies teaching: editor's message', Exploring challenging, controversial and confronting topics in Social Studies teaching: editor's message ( issue.1 pp.150-152). USA: International Assembly of the National Council for Social Studies (2015) |
Thesis / Dissertation (1 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2014 | Ferguson-Patrick SK, Establishing a democracy classroom: cooperative learning and good teaching, University of Newcastle (2014) |
Grants and Funding
Summary
Number of grants | 19 |
---|---|
Total funding | $201,133 |
Click on a grant title below to expand the full details for that specific grant.
20231 grants / $9,971
Equity in WIL: accessibility for mature female students$9,971
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Suzanne MacQueen (Lead) Kate Ferguson-Patrick (Co-Investigator) Katie Waters (Co-Investigator) |
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20221 grants / $2,500
CHSF Conference Travel Grant$2,500
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Conference Travel Scheme |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20192 grants / $6,804
Cooperative Learning for Intercultural Understanding$4,876
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
The International Association for the Study of Cooperation in Education (IASCE)$1,928
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20181 grants / $1,000
AARE, Sydney, 2 - 6 December 2018$1,000
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 | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20171 grants / $5,454
Future Teaching$5,454
Funding body: Kambala Public School
Funding body | Kambala Public School |
---|---|
Project Team | Associate Professor Ruth Reynolds, Mrs Deborah Bradbery, Doctor Jo Brown, Associate Professor Debra Donnelly, Doctor Kate Ferguson-Patrick, Doctor Suzanne Macqueen |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701031 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
20151 grants / $1,480
International Conference: Assessment for Learning in Higher Education, Hong Kong, 14-15 May 2015$1,480
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500182 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20142 grants / $29,987
Project to assess intercultural competency in preservice and in service teachers$27,987
Funding body: Professional Teachers Council of NSW
Funding body | Professional Teachers Council of NSW |
---|---|
Project Team | Associate Professor Ruth Reynolds, Mrs Deborah Bradbery, Doctor Jo Brown, Associate Professor Debra Donnelly, Doctor Kate Ferguson-Patrick, Doctor Suzanne Macqueen |
Scheme | Global Education Project NSW |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | G1400717 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
The London International conference on Education (LICE-2014), London, United Kingdom, 10 - 12 November 2014.$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400938 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20131 grants / $750
AARE 2013 (Australian Association for Research in Education), Hilton Adelaide, 1-5 December 2013$750
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1301027 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20101 grants / $100,035
Global Education in Teacher Education$100,035
Funding body: AusAID (Australian Agency for International Development)
Funding body | AusAID (Australian Agency for International Development) |
---|---|
Project Team | Associate Professor Ruth Reynolds, Mrs Deborah Bradbery, Associate Professor Debra Donnelly, Doctor Kate Ferguson-Patrick, Doctor Suzanne Macqueen, Doctor Julie McLeod |
Scheme | Global Education Program |
Role | Investigator |
Funding Start | 2010 |
Funding Finish | 2015 |
GNo | G1000821 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
20091 grants / $1,000
The Learning International Conference, Barcelona Spain, 1-4 July 2009$1,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2009 |
Funding Finish | 2009 |
GNo | G0190022 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20081 grants / $967
AARE - International Educational Research Conference, Queensland University, Brisbane, 30/11/2008 - 4/12/2008$967
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0189506 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20074 grants / $37,705
Equity Research Fellowship - teaching relief$20,638
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Equity Research Fellowship |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2007 |
GNo | G0186935 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Equity Research Fellowship 2007 - Research Grant$8,091
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Equity Research Fellowship |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2007 |
GNo | G0187290 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Cooperative learning and good pedagogy: An action research case study approach$7,407
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Early Career Researcher Grant |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2007 |
GNo | G0188149 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
AARE International Educational Research Conference, Fremantle WA, 25/11/2007 - 29/11/2007$1,569
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2007 |
GNo | G0187996 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20061 grants / $1,500
Collaborative Action Research Conference 2006, Nottingham University UK, 10-12 November 2006$1,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2006 |
GNo | G0186893 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20041 grants / $1,980
Collaborative Action Research Network International Conference, 5-7 November 2004$1,980
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Kate Ferguson-Patrick |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0184561 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Outdoor Classroom Research Project: Reconnecting Primary Students To Nature While Achieving National, State And Steiner Education Australia Curriculum Standards | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | An Investigation into the Qualities of English Teachers’ Competence and Effectiveness in Aceh’s Remote Area | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Gifted Education: Who are we Missing? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | Creativity and Primary Schools: When Does Creativity Decline and What are the Contributing Factors? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | The Perspectives of Primary Mathematics Teachers towards the Flipped Classroom and their Professional Development Requirements | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Exploring the Impact of Introducing iPads to EFL Classrooms in Primary Schools in Saudi Arabia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | Incorporating Audio-Visual Aids into English Language Teaching in Indonesian Junior High School Settings: Exploring 21st Century Classroom Practice | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Impact of Professional Learning Communities Implementation on Teachers’ Teaching Practice and Professional Learning in Saudi Arabia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | Masters | Nurturing the 4Cs Skills: Learning Opportunities from Global Project-based Learning | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | It’s The Right Thing To Do - University School Partnerships as a Social Emotional Journey | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Research Projects
Collaborative Problem Solving in Maths 2023 - 2024
Problem solving and problem posing in collaborative ways in three countries : Australia, Norway and Ireland
Edit
Dr Kate Ferguson-Patrick
Position
Senior Lecturer
School of Education
College of Human and Social Futures
Contact Details
kate.fergusonpatrick@newcastle.edu.au | |
Phone | (02) 4921 7764 |
Fax | (02) 4921 7887 |
Link | Research Networks |
Office
Room | V224 |
---|---|
Building | V Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |