Professor Max Smith
Honorary Professor
School of Humanities, Creative Ind and Social Sci (Education)
Career Summary
Biography
As Honorary Professor I have undertaken to contribute to the College of Human and Social Futures by way of involvement in the research activities of the School of Education as well as contributing to the College’s engagement with our stakeholders in the region and beyond. My honorary appointment follows my role of professor in the School from 2012 to 2016 and a series on ongoing contract positions at this level up to the end of 2021. I also held the position of Conjoint Professor in the School of Education from 2008 to 2011.
My university life leveraged on my 36 year career with the NSW Department of Education. Originally a secondary social sciences and computing studies teacher serving mostly in rural schools, I held a series of senior departmental positions in NSW in the areas of quality assurance, assessment and evaluation, school accountability and improvement, research management and strategic initiatives.
I am a proud alumnus of Newcastle, completing my Masters of Educational Studies here between 1988 and 1991and my PhD in Education between 1992 and 1996. As partner investigator, I participated in several longer-term research engagements with academics in the School of Education between 2008 and 2011.
I have strong professional interest and ongoing research commitments across a variety of public policy contexts. I am a foundation member of the Teachers and Teaching Research Centre at Newcastle supporting teacher professional learning and innovative curriculum, pedagogy, and assessment with particular emphasis on quality teaching and equity in Education. I maintain my strong interests in quantitative research and evidence-based practice in Education.
Qualifications
- PhD (Education), University of Newcastle
- Bachelor of Economics, University of New England
- Diploma in Education, University of New England
- Master of Educational Studies, University of Newcastle
Keywords
- Assessment and evaluation in Education
- Child development
- Evidence-based practice in Education
- Pedagogy in the 21st Century
- Policy innovation and reform
- Professional learning and leadership in Education
- Quantitative research methods in Education
Fields of Research
Code | Description | Percentage |
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390201 | Education policy | 50 |
399999 | Other education not elsewhere classified | 50 |
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
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12/1/2012 - 30/12/2021 | Professor of Education | The University of Newcastle | Australia Australia |
1/1/2012 - 1/1/2014 | Deputy Head of School, Research Development | University of Newcastle School of Education Australia |
1/1/2008 - 1/12/2011 | Conjoint Professor | University of Newcastle School of Education Australia |
1/1/2008 - 1/12/2009 | Director | Department of Education and Training, NSW Strategic Initiatives Australia |
1/1/2005 - 1/12/2008 | Assistant Director | Department of Education and Training, NSW Educational Measurement & School Accountability Australia |
1/1/2000 - 1/12/2005 | Chief Education Officer | Department of Education and Training, NSW Systems, Data Analysis and Regional Support Australia |
1/1/1999 - 1/12/1999 | School Improvement Officer | Department of School Education, NSW Australia |
1/1/1996 - 1/12/1999 | Principal Policy Analyst | Department of School Education, NSW School Accountability and Improvement Australia |
Professional appointment
Dates | Title | Organisation / Department |
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1/1/2009 - 1/1/2012 | Senior Manager | Department of Education and Training, NSW Student Engagement and Program Evaluation Bureau Australia |
Teaching appointment
Dates | Title | Organisation / Department |
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29/11/2021 - | Honorary Professor | University of Newcastle School of Education Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (2 outputs)
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2019 |
Albright J, Gore J, Smith M, Holmes K, 'Operationalising Bourdieu in the Study of Student Aspirations: Conceptual and Methodological Challenges', International Perspectives on Theorizing Aspirations: : Applying Bourdieu's tools, Bloomsbury Academic, London 83-97 (2019) [B1]
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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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Journal article (27 outputs)
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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 |
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 |
Miller A, Gore J, Wallington C, Harris J, Prieto-Rodriguez E, Smith M, 'Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of Quality Teaching Rounds', INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 98 146-158 (2019)
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2018 |
Harris F, Smith M, Laurens KR, Green MJ, Tzoumakis S, Kariuki M, Carr VJ, 'Validation of a two-factor model of the Best Start Kindergarten Assessment of literacy and numeracy', Australian Journal of Education, 62 36-48 (2018) [C1] This study examined the structure of the Best Start Kindergarten Assessment (Best Start) of literacy and numeracy, with the aim of confirming a two-factor measure of attainment at... [more] This study examined the structure of the Best Start Kindergarten Assessment (Best Start) of literacy and numeracy, with the aim of confirming a two-factor measure of attainment at school entry comparable in structure to standardised measures of literacy and numeracy administered in later school years. Administrative data from the 2009 Best Start were obtained from the New South Wales Department of Education for 37,734 children aged ~5 years (i.e. as they entered their first year of compulsory schooling) as part of the New South Wales Child Development Study. Exploratory and confirmatory factor analyses were performed on the 11 Best Start scales using a split half methodology, with the findings supporting a two-factor solution underpinning literacy and numeracy attainment. The availability of this two-factor Best Start measure of literacy and numeracy at school entry, which precedes the repeated national assessments conducted later in the primary and high school years, facilitates research to examine pathways of academic performance over time.
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2018 |
Holmes K, Gore J, Smith M, Lloyd A, 'An Integrated Analysis of School Students Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?', International Journal of Science and Mathematics Education, 16 655-675 (2018) [C1]
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2018 |
Gore J, Patfield S, Holmes K, Smith M, 'Widening participation in medicine? New insights from school students aspirations', Medical Education, 52 227-238 (2018) [C1] Objectives: Students from lower socio-economic status backgrounds continue to be under-represented in medical education. Although various initiatives have been implemented by univ... [more] Objectives: Students from lower socio-economic status backgrounds continue to be under-represented in medical education. Although various initiatives have been implemented by universities to widen participation, their effectiveness and their timing remain contentious. Prior studies have primarily focused on students already on a medical pathway, with little analytical attention given to the aspirations of primary and secondary school-aged students. The aim of this study was to identify the characteristics of students who express early interest in medicine and ascertain the degree to which diversification of the future medical student cohort is indicated. Methods: As part of a longitudinal study of educational and occupational aspirations (2012¿2015), students in Years 3¿12 (n¿=¿6492) from government schools in New South Wales, Australia, completed an annual online survey. Their individual responses were linked with prior academic achievement and demographic data. Logistic regression models were used to examine the significance of student- and school-related variables as predictors of interest in medicine. Results: Significant predictors were: being in the early years of secondary school, possessing high cultural capital, coming from a language background other than English, being female, and perceiving oneself as ¿well above average¿ relative to peers. Socio-economic status was a significant predictor when examined independently, but not when all variables were considered in the full regression model. Conclusions: For medical schools seeking to widen participation, this study underscores the importance of recognising the intersection of other factors with socio-economic status and how they contribute to students¿ aspirational biographies. If medical schools are to select from a more diverse range of applicants, recruitment strategies must take into account the discursive positioning of the discipline. Sustained outreach into primary and secondary schools may be critical to interrupting the current social reproduction of medical schooling.
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2018 |
Green MJ, Harris F, Laurens KR, Kariuki M, Tzoumakis S, Dean K, et al., 'Cohort Profile: The New South Wales Child Development Study (NSW-CDS)-Wave 2 (child age 13 years)', International Journal of Epidemiology, 47 1396-1397k (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 |
Laurens KR, Tzoumakis S, Dean K, Brinkman SA, Bore M, Lenroot RK, et al., 'The 2015 Middle Childhood Survey (MCS) of mental health and well-being at age 11 years in an Australian population cohort', BMJ Open, 7 (2017) [C1] Purpose The Middle Childhood Survey (MCS) was designed as a computerised self-report assessment of children's mental health and well-being at approximately 11 years of age, c... [more] Purpose The Middle Childhood Survey (MCS) was designed as a computerised self-report assessment of children's mental health and well-being at approximately 11 years of age, conducted with a population cohort of 87 026 children being studied longitudinally within the New South Wales (NSW) Child Development Study. Participants School Principals provided written consent for teachers to administer the MCS in class to year 6 students at 829 NSW schools (35.0% of eligible schools). Parent or child opt-outs from participation were received for 4.3% of children, and MCS data obtained from 27 808 children (mean age 11.5 years, SD 0.5; 49.5% female), representing 85.9% of students at participating schools. Findings to date Demographic characteristics of participating schools and children are representative of the NSW population. Children completed items measuring Social Integration, Prosocial Behaviour, Peer Relationship Problems, Supportive Relationships (at Home, School and in the Community), Empathy, Emotional Symptoms, Conduct Problems, Aggression, Attention, Inhibitory Control, Hyperactivity-Inattention, Total Difficulties (internalising and externalising psychopathology), Perceptual Sensitivity, Psychotic-Like Experiences, Personality, Self-esteem, Daytime Sleepiness and Connection to Nature. Distributions of responses on each item and construct demarcate competencies and vulnerabilities within the population: most children report mental health and well-being, but the population distribution spanned the full range of possible scores on every construct. Future plans Multiagency, intergenerational linkage of the MCS data with health, education, child protection, justice and early childhood development records took place late in 2016. Linked data were used to elucidate patterns of risk and protection across early and middle child development, and these data will provide a foundation for future record linkages in the cohort that will track mental and physical health, social and educational/occupational outcomes into adolescence and early adulthood.
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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 |
Clement N, Holbrook A, Forster DJ, Macneill J, Smith M, Lyons K, McDonald E, 'Timebanking, co-production and normative principles: putting normative principles into practice', International Journal of Community Currency Research, 21 36-52 (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 |
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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2017 |
Gore J, Lloyd A, Smith M, Bowe J, Ellis H, Lubans D, 'Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds', TEACHING AND TEACHER EDUCATION, 68 99-113 (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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2016 |
Gore J, Barron RJ, Holmes K, Smith M, 'Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students', AUSTRALIAN EDUCATIONAL RESEARCHER, 43 527-549 (2016) [C1]
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2016 |
Carr VJ, Harris F, Raudino A, Luo L, Kariuki M, Liu E, et al., 'New South Wales child development study (NSW-CDS): An Australian multiagency, multigenerational, longitudinal record linkage study', BMJ Open, 6 (2016) [C1] Purpose: The initial aim of this multiagency, multigenerational record linkage study is to identify childhood profiles of developmental vulnerability and resilience, and to identi... [more] Purpose: The initial aim of this multiagency, multigenerational record linkage study is to identify childhood profiles of developmental vulnerability and resilience, and to identify the determinants of these profiles. The eventual aim is to identify risk and protective factors for later childhood-onset and adolescent-onset mental health problems, and other adverse social outcomes, using subsequent waves of record linkage. The research will assist in informing the development of public policy and intervention guidelines to help prevent or mitigate adverse longterm health and social outcomes. Participants: The study comprises a population cohort of 87 026 children in the Australian State of New South Wales (NSW). The cohort was defined by entry into the first year of full-time schooling in NSW in 2009, at which time class teachers completed the Australian Early Development Census (AEDC) on each child (with 99.7% coverage in NSW). The AEDC data have been linked to the children's birth, health, school and child protection records for the period from birth to school entry, and to the health and criminal records of their parents, as well as mortality databases. Findings to date: Descriptive data summarising sex, geographic and socioeconomic distributions, and linkage rates for the various administrative databases are presented. Child data are summarised, and the mental health and criminal records data of the children's parents are provided. Future plans: In 2015, at age 11 years, a self-report mental health survey was administered to the cohort in collaboration with government, independent and Catholic primary school sectors. A second record linkage, spanning birth to age 11 years, will be undertaken to link this survey data with the aforementioned administrative databases. This will enable a further identification of putative risk and protective factors for adverse mental health and other outcomes in adolescence, which can then be tested in subsequent record linkages.
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2015 |
Gore J, Holmes K, Smith M, Southgate E, Albright J, 'Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions', The Australian Educational Researcher, 42 155-177 (2015) [C1]
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2015 |
Gore J, Smith M, Bowe J, Ellis H, Lloyd A, Lubans D, 'Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial', International Journal of Educational Research, 74 82-95 (2015) [C1]
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2015 |
Watts S, Holbrook A, Smith MW, 'Policy entrepreneurs and the role of advanced cognition in policy innovation', Australian Journal of Business and Economic Studies, 1 18-27 (2015) [C1]
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2015 |
Gore J, Holmes K, Smith M, 'Enduring challenges, new contexts: Editing TATE for global impact', Teaching and Teacher Education, 51 256 (2015)
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2014 |
Shaw K, Holmes K, Preston GD, Smith MW, Bourke SF, 'Innovative Teaching and Learning: Part two. Spotlight on Practice', Scan: The journal for educators, 33 29-38 (2014) [C1]
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2014 |
Shaw K, Holmes K, Preston GD, Smith MW, Bourke SF, 'Innovative Teaching and Learning: From research to practice. Part one', Scan: The journal for educators, 33 19-28 (2014) [C1]
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2013 |
Holmes KA, Bourke SF, Preston GD, Shaw KM, Smith MW, 'Supporting innovation in teaching: What are the key contextual factors?', International Journal of Quantitative Research in Education, 1 85-102 (2013) [C1]
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Show 24 more journal articles |
Conference (24 outputs)
Year | Citation | Altmetrics | Link | ||
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2018 |
Gore J, Fray LT, Harris J, Smith M, Patfield S, 'Presence and proximity: A study of rural school students aspirations for higher education', New York (2018)
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2018 |
Fray LT, Gore J, Smith M, Patfield S, 'Capacity to aspire to higher education of school students from low-SES backgrounds: An empirical study', New York (2018)
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2016 |
Lloyd AB, Gore J, Holmes K, Smith M, Fray L, 'Exploration of parental influence(s) on who seeks a career in STEM', Newcastle upon Tyne UK (2016)
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2016 |
Gore JM, Barron RJ, Holmes K, Smith M, 'The Best and the Rest: Discourses of Teacher Selection and the Aspirations of Would-Be Teachers', Proceedings of the 2016 Annual Meeting of the American Educational Research Association, Washington, DC (2016) [E1]
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2015 |
Gore J, Bowe J, Smith M, Lubans D, Lloyd AB, 'Impactful Professional Development: The Effect of Participation In Quality Teaching Rounds.', Freemantle, Western Australia (2015) [E3]
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2015 | Gruppetta MM, Holmes K, Gore J, Smith M, Lloyd A, Patfield S, 'Unlocking Capacity and Empowering Choices Indigenous Students Aspirations for Higher Education.', Dubbo (2015) [O1] | ||||
2015 |
Lloyd AB, Gore J, Holmes K, Smith M, 'Who Seeks A Career In STEM, When And Why?', Freemantle, Western Australia (2015) [E3]
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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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2014 |
Watts S, Holbrook A, Smith MW, 'Policy entrepreneurs and the role of advanced cognition in policy innovation', Proceedings of the Australian Academy of Business and Social Sciences Conference 2014 (in partnership with the Journal of Developing Areas), Kuala Lumpur (2014) [E1]
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2014 |
Gore J, Southgate E, Holmes K, Smith M, Albright J, Ellis H, Berger N, 'On the relationship between socio-economic status and educational and career aspirations in the middle years of schooling', American Educational Research Association 2014 Annual Meeting, Philadelphia, Pennsylvania, USA (2014) [E3]
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2013 |
Gore J, Smith M, Holmes K, Albright J, Southgate E, Berger N, Ellis H, '"I want to be a teacher because I like bossing people around." An initial cross-sectional analysis of student data from the Aspirations Longitudinal Study', Australian Association for Research in Education Conference 2013, Adelaide, SA, Australia (2013) [E3]
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2013 |
Shaw K, Preston GD, Bourke S, Holmes K, Smith M, 'Innovative Teaching Practices: School leader and teacher beliefs in five Australian Secondary Schools', Responsible Teaching and Sustainable Learning, Munich, Germany (2013) [E3]
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2013 |
Preston GD, Shaw K, Holmes K, Bourke S, Smith M, 'School Characteristics, teacher beliefs and innovative teaching practice', Responsible Teachingand Sustainable Learning, Munich, Germany (2013) [E3]
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2012 |
Albright JJ, Gore JM, Smith MW, Southgate EL, Holmes KA, Ellis H, 'Operationalising educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
Albright JJ, Gore JM, Smith MW, Southgate EL, Holmes KA, Ellis H, 'Conceptualising educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
Mhalila JJ, Holbrook AP, Shaw KM, Smith MW, 'Conceptualizing 'synergy' in higher education policy processes', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
Shaw KM, Holmes KA, Preston GD, Smith MW, 'LEAP21 professional learning in Australia', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
Shaw KM, Holmes KA, Preston GD, Smith MW, Bourke SF, 'Exploring 21C teaching practices in schools through ITL dimensions', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
Smith MW, Gore JM, Albright JJ, Southgate EL, Holmes KA, Ellis H, 'Contextualising variations in educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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Show 21 more conferences |
Other (1 outputs)
Year | Citation | Altmetrics | Link |
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2005 | Smith MW, Bell J, Bright J, 'Measuring student self-efficacy to enhance school to work processes : the development of a large-scale on-line survey instrument', Leading and Managing ( issue.2 pp.119-134): ACEL (2005) |
Report (10 outputs)
Year | Citation | Altmetrics | Link | ||
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2017 |
Gore J, Ellis H, Fray LT, Smith M, Lloyd A, Berrigan C, et al., 'Choosing VET: investigating the VET aspirations of school students', National Centre for Vocational Education and Training (NCVER) (2017)
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2016 |
Smith MW, Holbrook A, Lyons K, McDonald E, 'Evaluation of the NSW Volunteering Strategy. Timebanking Evaluation. Phase 2: Final Report', NSW Volunteering, Department of Family and Community Services, NSW State Government, 61 (2016)
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2016 |
Gore JM, Weaver N, Lloyd A, Smith M, 'Teaching experience and relative socio-educational school advantage: Assessing their impact on classroom management and effective teaching', Grattan Institute, 21 (2016)
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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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2015 |
Holbrook AP, Smith M, Siminski P, Lyons K, Macneil J, Freeman M, Randle M, 'Evaluation for the NSW Volunteering Strategy Interim Report: Phase 2 Timebanking', NSW Volunteering, 44 (2015) [R1]
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2014 |
Smith M, Holbrook A, Lyons K, Macneil J, Forster D, Clement N, et al., 'Evaluation of the NSW Volunteering Strategy 2012-13. Final Report: Timebanking Trial', NSW Government, Office of Communities (2014) [R1]
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2013 |
Shaw K, Bourke S, Holmes K, Preston GD, Smith M, 'ITL Australia: Innovative Teaching and Learning- 2013', NSW Department of Communities/ Microsoft, 101 (2013) [R1]
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Show 7 more reports |
Grants and Funding
Summary
Number of grants | 28 |
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Total funding | $21,158,737 |
Click on a grant title below to expand the full details for that specific grant.
20211 grants / $100,000
2021 College matching funding for UON PRC scheme - Priority Research Centre for Teachers and Teaching$100,000
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
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Project Team | Laureate Professor Jenny Gore (Director); Dr Leanne Fray; A/Professor Jessica Harris; Dr Drew Miller; Dr Elena Prieto-Rodrigues; 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 |
20201 grants / $100,000
2020 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 |
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Project Team | Laureate 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-Rodrigeuz; Prof Max Smith. |
Scheme | Faculty funding |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20191 grants / $100,000
Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$100,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
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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 |
20182 grants / $17,431,959
Building Capacity for Quality Teaching in Australian Schools$17,271,959
Funding body: Paul Ramsay Foundation
Funding body | Paul Ramsay Foundation |
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Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Doctor Leanne Fray, Doctor Sally Patfield, Professor David Lubans, Professor Max Smith, Doctor Julie Bowe, Professor Elena Prieto-Rodriguez, Professor Max Smith |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2023 |
GNo | G1800227 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$160,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
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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 |
20165 grants / $707,525
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 |
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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 |
Faculty matching funding for UON PRC scheme 2016/17$200,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Prof Max Smith; Prof Penny Jane Bourke, Prof Tracy Levett Jones; Dr Elena Prieto-Rodriguez; Dr Drew Miller; Dr Adam Lloyd; Dr Leanne Fray; Dr Jess Harris; Mr Hywel Ellis |
Scheme | Faculty funding |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
"Unlocking Capacity and Empowering Choices": Indigenous Students' Aspirations for Higher Education$134,012
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Professor Max Smith, Associate Professor Maree Gruppetta, Doctor Adam Lloyd, Professor Kathryn Holmes |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600151 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
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 |
Effective Teaching and Classroom Management$4,545
Funding body: Grattan Institute
Funding body | Grattan Institute |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Adam Lloyd, Doctor Natasha Weaver, Professor Max Smith |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1601151 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
20156 grants / $604,200
Who seeks access to what, when and why?: Interrogating the pivotal role of students aspirations in higher education$275,625
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Max Smith, Associate Professor Kathryn Holmes |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501184 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Critical Interventions Framework Part 2$205,262
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Associate Professor Anna Bennett, Ms Belinda Munn, Professor Geoff Whitty, Laureate Professor Jennifer Gore, Professor Max Smith |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501186 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Choosing VET: investigating the formation of VET aspirations$71,421
Funding body: National Centre for Vocational Education Research
Funding body | National Centre for Vocational Education Research |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor Kathryn Holmes, Professor Max Smith, Doctor Adam Lloyd, Mr Hywel Ellis, Mr Andrew Lyell |
Scheme | National VET Research and Evaluation Program |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2016 |
GNo | G1501146 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
Building a Community of Practice through Quality Teaching Rounds$21,600
Funding body: Singleton Heights Public School
Funding body | Singleton Heights Public School |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Professor Max Smith, Professor David Lubans |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501435 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Investigating factors that influence the choice of teaching as a first career$20,292
Funding body: Queensland College of Teachers
Funding body | Queensland College of Teachers |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Max Smith, Associate Professor Kathryn Holmes |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501157 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
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 | Lead |
Funding Start | 2015 |
Funding Finish | 2016 |
GNo | G1500678 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
20145 grants / $900,150
Improving teaching quality through peer observation and feedback: an investigation of the impact of Quality Teaching Rounds $730,433
Funding body: NSW Department of Education and Communities
Funding body | NSW Department of Education and Communities |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Professor Max Smith, Doctor Nicole Mockler, Professor David Lubans |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | G1400499 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Teachers and Teaching$90,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Max Smith, Associate Professor Kathryn Holmes, Doctor Nicole Mockler |
Scheme | Research Programme 2014 |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400926 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Choosing university: The impact of schools and schooling$68,717
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, Associate Professor Kathryn Holmes, Professor Max Smith, Mr Andrew Lyell, Mr Hywel Ellis |
Scheme | Research Grants Program |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | G1400566 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
The Changing World of Volunteerism: Challenges and Opportunities$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Max Smith, Professor Allyson Holbrook, Emeritus Professor Kevin Lyons, Doctor Daniella Forster |
Scheme | Linkage Pilot Research Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400125 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
AARE-NZARE Annual Conference, Brisbane, Australia, 30 November - 4 December.$1,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Professor Max Smith |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1401247 |
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 | Professor Max Smith |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1301064 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20126 grants / $1,214,153
Educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity’ $693,153
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith, Mrs Michelle Heaney, Frank Potter |
Scheme | Linkage Projects |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2015 |
GNo | G1100473 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Targeting educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity$380,000
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith |
Scheme | Linkage Projects Partner Funding |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2015 |
GNo | G1100711 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Evaluation of the Flagship Projects for the NSW volunteering Strategy$65,000
Funding body: NSW Department of Education and Communities
Funding body | NSW Department of Education and Communities |
---|---|
Project Team | Professor Max Smith, Professor Allyson Holbrook, Emeritus Professor Kevin Lyons, Professor Johanna Macneil, Doctor Daniella Forster |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2015 |
GNo | G1200610 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
The NSW Child Development Study$60,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Professor Vaughan Carr, Professor Kristin Laurens, Professor Allyson Holbrook, Professor Rhoshel Lenroot, Associate Professor Sally Brinkman, Associate Professor Miles Bore, Dr Elizabeth Maloney, Professor Max Smith, Mr Robert Stevens, Associate Professor John Allan, Allen, John, Stevens, Robert |
Scheme | Linkage Projects |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2014 |
GNo | G1200213 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Investigating Quality Teaching Rounds to support teacher professional learning$11,000
Funding body: ACT Department of Education and Training
Funding body | ACT Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Doctor Nicole Mockler, Professor Max Smith |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | G1200010 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Investigating 'rounds' to support teacher professional learning$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Professor Max Smith, Doctor Nicole Mockler |
Scheme | Linkage Pilot Research Grant |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | G1101164 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Effectual Self-Transformation: The learning capabilities of elite policy entrepreneurs | 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 | Co-Supervisor |
2021 | PhD | Factors Impacting the Choice of Vocational Education and Training (VET): Perspectives of Students in NSW Schools | 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 | 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 |
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 | Principal Supervisor |
2018 | PhD | The Impact of School Autonomy Reform on Secondary Principals | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | An Exploration of Factors Which Affect the Christian Ethos of Christian Schools: A Comparative Case Study Analysis of Two Christian Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Quality Teaching Rounds: Strengthening the Knowledge Base and Collaborative Processes for Teacher Professional Development | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2016 | PhD | Quality Assurance and Accreditation in Upper Secondary Schools in Hatinh Province in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | Profiling the Learning of Pragmatic Competencies in Tertiary EFL Classrooms in Vietnam: Critical Reflections on the Current Debate Around the Efficacy of Instructional Pedagogies | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2015 | PhD | The Development of Professional Standards for Bachelor of Special Education Programs in Saudi Arabia Universities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
News
News • 26 Jul 2018
More than 30,000 teachers to benefit from education funding boost
Improving the quality of school teaching is a global concern at the heart of a visionary education program soon to be rolled out in Australian schools.
News • 1 Dec 2016
Accolades for UON Education at AARE conference
UON’s School of Education has been honoured for its outstanding work with numerous accolades at the Australian Association for Research in Education conference.
News • 20 Oct 2016
Congratulations to FEDUA's HEPPP grant awardees
FEDUA researchers from the School of Education and the nascent School of Creative Industries who have been awarded competitive Federal Government funding in the 2016 Higher Education Participation and Partnerships Programme (HEPPP) National Priorities Pool round announced this week. The two FEDUA-led projects are responsible for more than 50% of the total funding awarded to UON.
News • 24 Aug 2016
FEDUA's Centre for Social Research and Regional Futures wins tender
A research team drawn from three Faculties and four Schools and led by FEDUA’s Centre for Social Research and Regional Futures (CSRRF) successfully tendered for a position on the Australian Government Department of Employment’s panel for research and evaluation services.
News • 29 Oct 2015
Education researchers appointed editors of prestigious international journal
Faculty of Education and Arts scholars Professor Jenny Gore and Professor Maxwell Smith have been named co-editors of the prestigious Teaching and Teacher Education journal.
News • 15 Oct 2015
Student–teacher rapport key to educational aspirations
A new study led by The University of Newcastle's Professor Jenny Gore has found that a student's sex and prior academic achievement may be the strongest predictors of participation in higher education. But the ways in which schools support students' aspirations can also have a major influence on their plans when they leave school.
News • 10 Sep 2015
National grant awarded to investigate vocational education and training aspirations
The University of Newcastle's Teachers and Teaching Research Program awarded grant to investigate the formation of children's vocational education and training aspirations.
News • 12 May 2015
Eight HEPP National Priority Pool grants secured
The Centre of Excellence for Equity in Higher Education (CEEHE) was successful in eight HEPP Priority Pool Project grants totalling over $1.3 million.
News • 15 May 2014
Teachers and teaching
University of Newcastle research program, Teachers and Teaching, proves collaboration is the key to success in teaching and research.
Professor Max Smith
Position
Honorary Professor
Teachers and Teaching
School of Humanities, Creative Ind and Social Sci
College of Human and Social Futures
Focus area
Education
Contact Details
maxwell.smith@newcastle.edu.au | |
Mobile | 0413009366 |
Office
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
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