Dr Leanne Fray
Senior Research Fellow
School of Education
- Email:leanne.fray@newcastle.edu.au
- Phone:(02) 4913 8715
Career Summary
Biography
After working as a teacher in public schools following her undergraduate training in teaching and social science, Leanne completed her PhD in 2013. Her thesis examined the sociological construction of risk in relation to the organised out-of-school activities of children in Australia since the 1950s. Leanne has worked on other research projects at the University across such disciplines as health and social sciences, including the Australian Longitudinal Study on Women’s Health. Leanne has extensive experience in qualitative research methods including focus group facilitation, data analysis, and the use of NVivo qualitative software. She has provided substantial and sustained research support to the Aspirations Longitudinal Study and has recently managed a number of HEPP-funded projects investigating the aspirations of students for specific higher education fields of study. Dr Fray is a member of the Teachers and Teaching Research Centre at the University of Newcastle
Qualifications
- PhD (Leisure and Tourism), University of Newcastle
- Bachelor of Social Science (Recreation & Tourism), University of Newcastle
- Bachelor of Social Science (Honours), University of Newcastle
Keywords
- Equity
- Qualitative research methods
- Student aspirations
- Thematic analysis
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390499 | Specialist studies in education not elsewhere classified | 32 |
| 390203 | Sociology of education | 35 |
| 390299 | Education policy, sociology and philosophy not elsewhere classified | 33 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|
Invitations
Speaker
| Year | Title / Rationale |
|---|---|
| 2019 |
NSW Department of Education, Future Skills Conference The aspirations for Vocational Education and Training of students in regional and remote locations |
Teaching
| Code | Course | Role | Duration |
|---|---|---|---|
| EDUC1038 |
Foundations of Secondary Education School of Education, The University of Newcastle |
Lecturer, Tutor | 1/2/2017 - 31/7/2017 |
| EDUC1038 |
Foundations of Secondary Education School of Education, The University of Newcastle |
Course Coordinator, Lecturer | 29/7/2019 - 30/7/2020 |
| EDUC1038 |
Foundations of Secondary Education School of Education, The University of Newcastle |
Tutor | 28/2/2019 - 31/7/2019 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (2 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2020 |
Gore J, Patfield S, Fray L, Harris J, 'Community matters: The complex links between community and young peoples aspirations for higher education', Local/Global issues in education, Routledge, Melbourne, Australia (2020)
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| 2020 | Patfield S, Gore J, Fray L, 'On becoming a university student: Young people and the illusion of higher education', Reimagining the higher education student, Routledge, London, UK (2020) |
Journal article (20 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2021 |
Gore J, Fray L, Miller A, Harris J, Taggart W, 'The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study', Australian Educational Researcher, (2021) The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world¿s students and moving entire school systems to remote and online learning. In the sta... [more] The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world¿s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a sample of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the sample is examined by dis/advantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA < 950) achieved 2¿months less growth in mathematics, while the Year 3 students in mid-ICSEA schools (950¿1050) achieved 2¿months¿ additional growth. No significant differences were identified for Indigenous students or students located in regional locations. These results provide an important counter-narrative to widespread speculation about alarming levels of ¿learning loss¿ for all students. While the lower achievement growth in mathematics for Year 3 students in lower ICSEA schools must be addressed as a matter of urgency to avoid further inequities, most students are, academically, where they are expected to be. Our findings are a testament to the dedicated work of teachers during the 2020 pandemic to ensure that learning for most students was not compromised, despite unusually trying circumstances.
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| 2021 |
Gore J, Miller A, Fray L, Harris J, Prieto-Rodriguez E, 'Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds', Teaching and Teacher Education, (2021)
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| 2020 |
Jaremus F, Gore J, Prieto-Rodriguez E, Fray L, 'Girls are still being counted out : teacher expectations of high-level mathematics students', Educational Studies in Mathematics, 105 219-236 (2020) [C1] Girls¿ underrepresentation in high-level post-compulsory mathematics is a longstanding issue of concern in many Western nations, with innumerable efforts to increase their partici... [more] Girls¿ underrepresentation in high-level post-compulsory mathematics is a longstanding issue of concern in many Western nations, with innumerable efforts to increase their participation producing little impact. In this paper, we shed new light on girls¿ underrepresentation through a post-structural feminist investigation of mathematics teachers¿ discursive constructions of high-level senior secondary mathematics students. Our analysis of semi-structured interviews with 22 Australian mathematics teachers revealed gendered views that serve to exclude many students from the high-level mathematics student category. Most concerning was their recurring naturalised construction of successful high-level mathematics students as endowed with the right, invariably male, brain. In so doing, teachers repeatedly closed off the possibility of success to those lacking such a ¿mathematics gift¿, effectively ¿counting girls out¿. We argue that increasing girls¿ participation in mathematics requires moving beyond current efforts to raise female interest and confidence to, more profoundly, disrupt enduring discourses of male superiority in mathematics.
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| 2020 |
Jaremus F, Gore J, Fray L, Prieto-Rodriguez E, 'Grouped out of STEM degrees: the overlooked mathematics 'glass ceiling' in NSW secondary schools', INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, (2020) [C1]
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| 2020 |
Patfield S, Gore J, Fray L, 'Degrees of "being first": toward a nuanced understanding of first-generation entrants to higher education', EDUCATIONAL REVIEW, (2020) [C1]
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| 2020 |
Eather N, Fray L, Gore JM, 'Who wants to be a sportsperson? Student aspirations for sporting careers', Sport, Education and Society, 25 1072-1085 (2020) [C1] Sports participation and elite sporting success are fundamental to Australian culture and a prominent source of national pride. As sport is a major part of day-to-day living in Au... [more] Sports participation and elite sporting success are fundamental to Australian culture and a prominent source of national pride. As sport is a major part of day-to-day living in Australia, it is not surprising that many young people aspire to careers as sportspersons. While such aspirations are often dismissed as fanciful and unattainable, the reality is that a higher proportion of Australians participate in the workforce as sportspeople than in careers as mining engineers, surgeons, optometrists or barristers. Indeed, little is known about aspirations for sports careers. Drawing on data from a 4-year longitudinal study involving 6492 Australian school students in Years 3¿12, we sought to understand the extent to which young Australians aspire to a career as a sportsperson and the extent to which these aspirations are evenly distributed across demographic categories. Our findings suggest that not only was sportsperson the most popular occupational category, but this interest was heavily shaped by social and cultural markers of difference. Logistic regression analysis revealed that significant predictors of interest in a career as a sportsperson were being male, Indigenous, from high socioeconomic background, and attending advantaged schools. Far from sport¿s reputation as the great equalizer, accessible to all, these results demonstrate that aspirations for a career as a sportsperson largely reflect the status quo of sports participation in Australian society and wider inequalities. Given the growing number of careers in professional sports and the value sport holds in the lives of Australians, we argue that aspirations for careers in sport should be treated seriously, and that disrupting current patterns in who aspires to careers as sportspeople is vital. It will require access for a more diverse range of students to the kinds of social resources and networks that nurture their capacity to aspire.
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| 2020 |
Patfield S, Gore J, Fray L, 'Reframing first-generation entry: How the familial habitus shapes aspirations for higher education among prospective first-generation students', Higher Education Research & Development, (2020) [C1]
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| 2020 |
Fray L, Gore J, Harris J, North B, 'Key influences on aspirations for higher education of Australian school students in regional and remote locations: a scoping review of empirical research, 1991 2016', The Australian Educational Researcher, 47 61-93 (2020) [C1]
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| 2019 |
Gore J, Gibson S, Fray L, Smith M, Holmes K, 'Fostering Diversity in the Creative Arts by Addressing Students' Capacity to Aspire', Journal of Creative Behavior, 53 519-530 (2019) [C1] Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, however, very little attention has been paid to th... [more] Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, however, very little attention has been paid to the creative arts. Diversity in the arts remains a persistent issue in many nations, and repeated attempts to promote diversity in the Australian arts community have had limited impact, suggesting the need for new approaches. Drawing on data from a 4-year longitudinal study of students from ages 8 to 18 (n¿=¿6,492) in government schools, we examine school students' aspirations for careers in the arts. Arts-related careers were popular among students, yet we found a distinct lack of diversity among those aspiring to such careers. Using logistic regression analysis we found that being female, high achieving, from an English-speaking background, possessing high cultural capital, and attending advantaged schools were significant predictors of interest in the arts, suggesting the likely reproduction of existing patterns of participation. We argue that initiatives within schools are essential to disrupting these patterns and building the capacity of a more diverse range of students to aspire to careers in the arts.
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| 2019 |
Patfield S, Gore J, Fray L, Gruppetta M, 'The untold story of middle-class Indigenous Australian school students who aspire to university', Critical Studies in Education, (2019) [C1]
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| 2019 |
Jaremus F, Gore J, Fray LT, Prieto E, 'Senior secondary student participation in STEM: Beyond national statistics', Mathematics Education Research Journal, 31 151-173 (2019) [C1]
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| 2018 |
Fray LT, Gore J, 'Why people choose teaching: A scoping review of empirical studies, 2007 2016', Teaching and Teacher Education, 75 153-163 (2018) [C1]
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| 2018 |
Lloyd A, Gore J, Holmes K, Smith M, Fray LT, 'Parental Influences on Those Seeking a Career in STEM: The Primacy of Gender', International Journal of Gender, Science and Technology, 10 208-328 (2018) [C1]
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| 2017 |
Gore J, Patfield S, Holmes K, Smith M, Lloyd A, Gruppetta M, et al., 'When higher education is possible but not desirable: Widening participation and the aspirations of Australian Indigenous school students', Australian Journal of Education, (2017) [C1]
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| 2017 |
Gore J, Rickards B, Fray L, Holmes K, Smith M, 'Profiling Australian school students' interest in a nursing career: insights for ensuring the future workforce', AUSTRALIAN JOURNAL OF ADVANCED NURSING, 35 12-22 (2017) [C1]
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| 2017 |
Gore J, Holmes K, Smith M, Fray L, McElduff P, Weaver N, Wallington C, 'Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools', Higher Education Research and Development, 36 1383-1400 (2017) [C1]
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| 2017 |
Gore JM, Fray L, Wallington C, Holmes K, Smith M, 'Australian school student aspirations for military careers: Traditional perceptions in shifting contexts', ARMED FORCES & SOCIETY, 43 238-259 (2017) [C1]
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| 2017 |
Gore J, Patfield S, Fray L, Holmes K, Gruppetta M, Lloyd A, et al., 'The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000 2016', Australian Educational Researcher, 44 323-355 (2017) [C1]
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| 2007 |
Bryson LJ, Warner-Smith PA, Brown P, Fray LT, 'Managing the work-life roller-coaster: Private stress or public health issue?', Social Science and Medicine, 65 1142-1153 (2007) [C1]
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| Show 17 more journal articles | |||||||||||
Conference (20 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2020 |
Harper M, Gore J, Patfield S, Fray L, Prieto-Rodriguez E, Harris J, 'Supporting students futures: Developing a free, online professional development course for teachers and careers advisers focusing on educational and occupational aspirations', Liverpool, UK (2020)
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| 2020 |
Gore J, Miller A, Fray L, Harris J, 'Impactful professional development: Using QTR to improve student outcomes', Liverpool, UK (2020)
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| 2020 | Patfield S, Gore J, Fray L, 'First-generation cultural capital: Conceptualising how prospective first-generation students navigate toward higher education', Liverpool, UK (2020) | ||||
| 2020 |
Gore J, Fray L, Patfield S, Harris J, 'Community influence on student aspirations: Does it take a village?', Liverpool, UK (2020)
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| 2020 |
Fray L, Gore J, Patfield S, Harris J, 'Why would you go to uni? Habitus, symbolic violence and the aspirations of rural school students', Liverpool, UK (2020)
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| 2015 |
Holmes K, Lloyd AB, Gore J, Smith M, Fray L, Wallington C, 'The future of STEM: Who seeks a career in STEM and why?', Equity Practitioners in Higher Education Australasia (EPHEA), Geelong Victoria, Australia (2015) [E3]
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| Show 17 more conferences | |||||
Report (8 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2019 |
Gore J, Fray L, Patfield S, Harris J, 'Community influence on university aspirations: Does it take a village?', National Centre for Student Equity in Higher Education, 88 (2019)
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| 2019 |
Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy: Learning Impact Fund Evaluation Report', Evidence for Learning (2019)
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| 2019 |
Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy Evaluation: Statistical Analysis Plan', Evidence for Learning (2019)
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| 2015 |
Gore J, Holmes K, Smith M, Lyell A, Ellis H, Fray L, 'Choosing university: The impact of schools and schooling. Final report to the National Centre for Student Equity in Higher Education.', National Centre for Student Equity in Higher Education (2015) [R1]
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| Show 5 more reports | |||||
Grants and Funding
Summary
| Number of grants | 16 |
|---|---|
| Total funding | $2,355,127 |
Click on a grant title below to expand the full details for that specific grant.
20212 grants / $207,232
Investigating the efficacy, complexity and sustainability of teacher change$107,232
Funding body: NSW Department of Education
| Funding body | NSW Department of Education |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Leanne Fray, Ms Jacquie Briskham |
| Scheme | Strategic Research Fund |
| Role | Investigator |
| Funding Start | 2021 |
| Funding Finish | 2022 |
| GNo | G2001087 |
| Type Of Funding | C2210 - Aust StateTerritoryLocal - Own Purpose |
| Category | 2210 |
| UON | Y |
2021 College matching funding for UON PRC scheme - Priority Research Centre for Teachers and Teachng$100,000
Funding body: College of Human and Social Futures, University of Newcastle
| Funding body | College of Human and Social Futures, University of Newcastle |
|---|---|
| Project Team | Laureate Professor Jenny Gore (Director); Dr Leanne Fray; A/Professor Jessica Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith. |
| Scheme | 2021 College matching funding for UON PRC scheme |
| Role | Investigator |
| Funding Start | 2021 |
| Funding Finish | 2021 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20205 grants / $493,550
Covid 19 Effects on Students and Teachers in NSW Government Schools in 2020$198,736
Funding body: NSW Department of Education
| Funding body | NSW Department of Education |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Associate Professor Jess Harris, Doctor Drew Miller |
| Scheme | Research Project |
| Role | Investigator |
| Funding Start | 2020 |
| Funding Finish | 2020 |
| GNo | G2000883 |
| Type Of Funding | C2220 - Aust StateTerritoryLocal - Other |
| Category | 2220 |
| UON | Y |
Investigating school change: Supporting teaching, leading, assessment and learning through Quality Teaching Rounds$137,202
Funding body: Cessnock High School
| Funding body | Cessnock High School |
|---|---|
| Project Team | Doctor Drew Miller, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Leanne Fray |
| Scheme | Research Grant |
| Role | Investigator |
| Funding Start | 2020 |
| Funding Finish | 2023 |
| GNo | G2000911 |
| Type Of Funding | C2120 - Aust Commonwealth - Other |
| Category | 2120 |
| UON | Y |
Faculty matching funding for UON PRC scheme - Teachers and Teaching Research Centre$100,000
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | Lareate Professor Jenny Gore (Director); Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Prof Bruce King; Prof David Lubans; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Prof Max Smith. |
| Scheme | Faculty funding |
| Role | Investigator |
| Funding Start | 2020 |
| Funding Finish | 2020 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Aspirations, equity and higher education course choice: The path travelled$32,900
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
| Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Laureate Professor Jennifer Gore, Associate Professor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Sally Patfield, Mrs Felicia Jaremus, Mrs Felicia Jaremus |
| Scheme | Research Grants Program |
| Role | Investigator |
| Funding Start | 2020 |
| Funding Finish | 2021 |
| GNo | G2000940 |
| Type Of Funding | C2120 - Aust Commonwealth - Other |
| Category | 2120 |
| UON | Y |
Supporting Quality Teaching at Kotara School$24,712
Funding body: Kotara School
| Funding body | Kotara School |
|---|---|
| Project Team | Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Judith Foggett, Doctor Carl Leonard |
| Scheme | Research Grant |
| Role | Lead |
| Funding Start | 2020 |
| Funding Finish | 2021 |
| GNo | G2001056 |
| Type Of Funding | C2220 - Aust StateTerritoryLocal - Other |
| Category | 2220 |
| UON | Y |
20192 grants / $186,300
Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$100,000
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | Laureate Professor Jenny Gore (Director); Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Professor Bruce King; Professor David Lubans; Mr Andrew Lyell; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith. |
| Scheme | Faculty funding |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Quality Teaching @ UON$86,300
Funding body: The University of Newcastle
| Funding body | The University of Newcastle |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Doctor Andrew Miller, Doctor Leanne Fray, Doctor Sally Patfield, Doctor Elena Prieto-Rodriguez |
| Scheme | Vice-Chancellor’s Strategic Initiatives Fund |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2020 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20181 grants / $160,000
Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$160,000
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | Dr Julie Bowe; Laureate Professor Jenny Gore (Director); Dr Jess Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith; Professor Geoff Whitty; Dr Leanne Fray; Mr Andrew Lyell; Professor Bruce King; Dr Adam Lloyd; Professor David Lubans. |
| Scheme | Faculty funding |
| Role | Investigator |
| Funding Start | 2018 |
| Funding Finish | 2018 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20173 grants / $769,986
Professional development in equity interventions for school teachers$601,532
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Professor Penny Jane Burke, Professor Peter Howley, Associate Professor Maree Gruppetta, Associate Professor Jess Harris, Associate Professor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Adam Lloyd, Dr Andrew Harvey, Professor Jo Lampert |
| Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Finish | 2019 |
| GNo | G1701442 |
| Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
| Category | 2110 |
| UON | Y |
Girls in Maths$129,382
Funding body: Margaret Bowers Estate
| Funding body | Margaret Bowers Estate |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Professor John Fischetti, Associate 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 | C3120 - Aust Philanthropy |
| Category | 3120 |
| UON | Y |
Community influence on university aspirations: Does it take a village?$39,072
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
| Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Adam Lloyd, Associate Professor Jess Harris, Doctor Sally Patfield |
| Scheme | Research Grants Program |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Finish | 2018 |
| GNo | G1701286 |
| Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
| Category | 2110 |
| UON | Y |
20163 grants / $538,059
Locating Aspirations: Evidence to support participation in higher education of low SES students from regional and remote Australia$278,672
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Associate Professor Jess Harris, Doctor Adam Lloyd, Professor Geoff Whitty, Professor Max Smith |
| Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
| Role | Investigator |
| Funding Start | 2016 |
| Funding Finish | 2016 |
| GNo | G1601033 |
| Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
| Category | 2110 |
| UON | Y |
Learning Impact: Evaluation of QuickSmart Maths$169,091
Funding body: Social Ventures Australia
| Funding body | Social Ventures Australia |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Elena Prieto-Rodriguez, Associate Professor Jess Harris, Doctor Adam Lloyd, Doctor Leanne Fray |
| Scheme | Learning Impact Fund |
| Role | Investigator |
| Funding Start | 2016 |
| Funding Finish | 2018 |
| GNo | G1600614 |
| Type Of Funding | C3112 - Aust Not for profit |
| Category | 3112 |
| UON | Y |
Guiding Futures: The role of teachers in the formation of students' aspirations for higher education$90,296
Funding body: Department of Education
| Funding body | Department of Education |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Associate Professor Alex Garn, Professor Max Smith, Doctor Adam Lloyd, Doctor Leanne Fray, Professor Kathryn Holmes |
| Scheme | Higher Education Participation and Partnerships Programme |
| Role | Investigator |
| Funding Start | 2016 |
| Funding Finish | 2016 |
| GNo | G1600140 |
| Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
| Category | 2110 |
| UON | Y |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2020 | PhD | An Investigation Examining Improved Support for Casual Relief Teachers Through the Provision of High Quality Professional Learning | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2019 | PhD | Capitalising on Collegiality: Investigating the Impact of High-Quality Collaborative Professional Development on Teachers' Social Capital and Students' Achievement | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2017 | PhD | Body Image and the Rise of Social Media: The Role of Media Literacy in the “Curriculum” | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2013 | PhD | Educational and Career Aspirations in the Middle Years of Schooling | 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 |
|---|---|---|---|---|
| 2020 | PhD | Rethinking Gendered Participation in School Mathematics: Change the Culture, Not the Girls | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2018 | PhD | On ‘Being First’: Reconsidering Australian Higher Education Equity Policy Through a Comprehensive Analysis of the Aspirations of Prospective First-In-Family Students | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Research Projects
Locating Aspirations: Evidence to Support Participation in Higher Education of Students from Regional and Remote Australia 2016
The project examined the educational and career aspirations of regional and remote students, especially those from low SES backgrounds. Existing longitudinal data were combined with additional quantitative and qualitative data collected through surveys of, and interviews with, students, teachers and parents. The project produced robust evidence on regional and remote student aspirations, demonstrating how heterogeneity within areas and communities provided varying experiences and shaped diverse aspirations.
Grants
Locating Aspirations: Evidence to support participation in higher education of low SES students from regional and remote Australia
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Associate Professor Jess Harris, Doctor Adam Lloyd, Professor Geoff Whitty, Professor Max Smith |
| Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
Publications
Gore J, Fray LT, Harris J, Smith M, Patfield S, 'Presence and proximity: A study of rural school students aspirations for higher education', New York (2018)
Gore J, Gibson AS, Fray L, Patfield S, Harris J, 'Emotional and material realities shaping young people s higher education aspirations in regional and remote Australia.', Toronto, Canada (2019)
Fray L, Harper M, Gore J, Patfield S, Harris J, 'On location : The interplay of rural social space and post-school aspirations.', Toronto, Canada (2019)
Community Influence on University Aspirations: Does it take a village? 2017 - 2019
This project, Community influence on university aspirations: Does it take a village...?, examined how post-school aspirations are formed within, and shaped by, the communities in which young people live. While “aspirations” have become a key feature of Australian higher education policy and practice in an effort to widen the participation of under-represented groups, research attention has often been directed towards individual, familial, and school-related effects in the complex process of aspiration formation. As a result, comparatively little is known about the role of local communities in shaping what students imagine for their post-school futures and how they are positioned to navigate these futures. Two key questions were addressed in this project:
What impact does community have on student aspirations for higher education?
What community factors are important for increasing equity participation?
To answer these questions, we investigated the structural characteristics of the communities
in which young people live as they form their post-school aspirations, as well as the subjective experiences and perceptions of young people and adults within these communities.
Grants
Community influence on university aspirations: Does it take a village?
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
| Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Adam Lloyd, Associate Professor Jess Harris, Doctor Sally Patfield |
| Scheme | Research Grants Program |
Publications
Fray L, Gore J, Patfield S, Harris J, 'Why would you go to uni? Habitus, symbolic violence and the aspirations of rural school students.', Toronto, Canada (2019)
Gore J, Fray L, Patfield S, Harris J, 'Community influence on university aspirations: Does it take a village?', National Centre for Student Equity in Higher Education, 88 (2019)
Guiding Futures: The role of teachers in the formation of students' aspirations for higher education 2016
This project investigated the impact of school teachers and other educators on Year 3 to Year 12 students’ aspirations for higher education. A second objective was to test the idea that underrepresentation of students from low socioeconomic status (SES) backgrounds and other disadvantaged groups in universities may in part be a function of the explicit and implicit guidance students receive from teachers.
Grants
Guiding Futures: The role of teachers in the formation of students' aspirations for higher education
Funding body: Department of Education
| Funding body | Department of Education |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Associate Professor Alex Garn, Professor Max Smith, Doctor Adam Lloyd, Doctor Leanne Fray, Professor Kathryn Holmes |
| Scheme | Higher Education Participation and Partnerships Programme |
Publications
Fray LT, Gore J, Smith M, LLoyd A, Holmes K, 'Guiding futures: The role of teachers in the formation of students aspirations for higher education', Guiding futures: The role of teachers in the formation of students aspirations for higher education, Melbourne (2016)
Learning Impact: Evaluation of QuickSmart Maths 2016 - 2018
Grants
Learning Impact: Evaluation of QuickSmart Maths
Funding body: Social Ventures Australia
| Funding body | Social Ventures Australia |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Elena Prieto-Rodriguez, Associate Professor Jess Harris, Doctor Adam Lloyd, Doctor Leanne Fray |
| Scheme | Learning Impact Fund |
Publications
Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy Evaluation: Statistical Analysis Plan', Evidence for Learning (2019)
Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy: Learning Impact Fund Evaluation Report', Evidence for Learning (2019)
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Dr Leanne Fray
Position
Senior Research Fellow
Teachers and Teaching Research Centre
School of Education
College of Human and Social Futures
Contact Details
| leanne.fray@newcastle.edu.au | |
| Phone | (02) 4913 8715 |
| Fax | (02) 4921 6020 |
| Links |
Twitter Research Networks |
Office
| Room | CT-325 |
|---|---|
| Building | CT Building |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
