Professor Max Smith

Professor Max Smith

Professor

School of Education (Education)

Career Summary

Biography

I commenced as Professor in the School of Education at the University of Newcastle at the start of 2012 following a 36 year career with the NSW Department of Education and Communities (DEC). My appointment as professor followed a long association with the University of Newcastle as a Masters student (1988-1991) and PhD student (1992-1996), several long-term research engagements with academics in the School of Education here, and my appointment as Conjoint Professor in the School of Education (2008-2011). I am a proud alumnist and I feel strongly committed to Newcastle and will work to strengthen this great regional university.

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 have strong professional interest and ongoing research commitments across a variety of public policy contexts. I am a core 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.

 My recent research engagements include holding roles as:

  • Chief Investigator on the ARC and philanthropically funded research projects into the use of Qulaity Teaching Rounds to support teacher professional learning
  • Chief Investigator on an ARC study of educational and career Aspirations in the middle years of schooling
  • Chief Investigator on the ARC funded population-based NSW Longitudinal Child Development Study
  • Associate Investigator on the NHMRC funded project to identify targets for primary school mental health interventions
  • Chief Investigator on externally funded research projects on student equity in higher education
  • Lead Chief Investigator on the project to evaluate the NSW State Volunteering Strategy including the innovative Timebanking flagship program

I am currently supervising Research Higher Degree students studying different aspects of innovative teaching and learning; school leadership; educational reform; and innovative public policy. Topic areas include student aspirations through the middle years of schooling, alternative models of schooling and education systems, and policy entrepreneurship. The unifying theme across this seemingly diverse set of projects is about understanding the ways in which professional learning and innovative policy practice impact on whole system reform.     

Research Expertise

Professor Smith has a strong interest in quantitative research and evidence-based practice in education. This includes the place of empirically based research in mixed methods designs. He is a core member of the Teachers and Teaching Research Centre at Newcastle developing and refining aspects of Quality Teaching and assessment and supporting teacher professional learning through the Quality Teaching model. Most recently he has been involved in researching Quality Teaching Rounds; students’ post school aspirations; child development and the linkage of school and early childhood data; equity in higher education; and, the impact of innovative public policy on system reform. 

Collaborations
Professor Max Smith’s professional and research interests focus on issues of whole system reform in school education and broader public policy. He has a great belief in teacher professional development as the vehicle for reform and was an industry partner representative in the research validating the NSW model of pedagogy known as Quality Teaching with Professors Gore and Ladwig and their associates. His current research interests include projects to validate the use of Quality Teaching Rounds; technology-based teaching and learning; equity in higher education; and, tracking the growth of student aspirations through the middle years of schooling. Research activities in the broader field of public policy include leadership roles in: the NSW Child Development study with the University of New South Wales and NSW Health, Education and Community Services; NSW policy on volunteering including the highly innovative Timebanking trial with the Department of Family and Community Services; and, externally funded student equity projects in higher 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
130299 Curriculum and Pedagogy not elsewhere classified 40
130399 Specialist Studies in Education not elsewhere classified 40
160506 Education Policy 20

Professional Experience

UON Appointment

Title Organisation / Department
Professor University of Newcastle
School of Education
Australia

Academic appointment

Dates Title Organisation / Department
1/01/2012 - 1/01/2014 Deputy Head of School, Research Development University of Newcastle
School of Education
Australia
1/01/2008 - 1/12/2011 Conjoint Professor University of Newcastle
School of Education
Australia
1/01/2008 - 1/12/2009 Director Department of Education and Training, NSW
Strategic Initiatives
Australia
1/01/2005 - 1/12/2008 Assistant Director Department of Education and Training, NSW
Educational Measurement & School Accountability
Australia
1/01/2000 - 1/12/2005 Chief Education Officer Department of Education and Training, NSW
Systems, Data Analysis and Regional Support
Australia
1/01/1999 - 1/12/1999 School Improvement Officer Department of School Education, NSW
Australia
1/01/1996 - 1/12/1999 Principal Policy Analyst Department of School Education, NSW
School Accountability and Improvement
Australia

Professional appointment

Dates Title Organisation / Department
1/01/2009 - 1/01/2012 Senior Manager Department of Education and Training, NSW
Student Engagement and Program Evaluation Bureau
Australia
Edit

Publications

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


Chapter (1 outputs)

Year Citation Altmetrics Link
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]
DOI 10.4018/978-1-5225-3188-3.ch011
Co-authors John Fischetti

Journal article (24 outputs)

Year Citation Altmetrics Link
2018 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, (2018)

© 2018 The Creative Education Foundation. Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, however,... [more]

© 2018 The Creative Education Foundation. 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.

DOI 10.1002/jocb.232
Co-authors Jenny Gore, Leanne Fray
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]

© 2018, Australian Council for Educational Research 2018. This study examined the structure of the Best Start Kindergarten Assessment (Best Start) of literacy and numeracy, with t... [more]

© 2018, Australian Council for Educational Research 2018. 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.

DOI 10.1177/0004944118761381
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]
DOI 10.1007/s10763-016-9793-z
Citations Scopus - 2Web of Science - 2
Co-authors Adam Lloyd, Jenny Gore
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]

© 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education Objectives: Students from lower socio-economic status backgrounds continue to be under-re... [more]

© 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education 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.

DOI 10.1111/medu.13480
Citations Scopus - 3Web of Science - 3
Co-authors Jenny Gore
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]
Co-authors Jenny Gore, Adam Lloyd, Leanne Fray
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]

© 2017 Article author(s) (or their employer(s) unless otherwise stated in the text of the article). All rights reserved. No commercial use is permitted unless otherwise expressly ... [more]

© 2017 Article author(s) (or their employer(s) unless otherwise stated in the text of the article). All rights reserved. No commercial use is permitted unless otherwise expressly granted. 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.

DOI 10.1136/bmjopen-2017-016244
Citations Scopus - 1Web of Science - 1
Co-authors Miles Bore, Allyson Holbrook
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]
DOI 10.1177/0004944117710841
Citations Scopus - 1Web of Science - 1
Co-authors Leanne Fray, Maree Gruppetta, Adam Lloyd, Jenny Gore, Natasha Weaver
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]
DOI 10.15133/j.ijccr.2017.004
Co-authors Kevin Lyons, Daniella Forster, Allyson Holbrook, Johanna Macneil
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]
Citations Scopus - 1Web of Science - 1
Co-authors Leanne Fray, Jenny Gore
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]

© 2017, © Australian Council for Educational Research 2017. Given the demands for inclusive and more equitable education, this evaluation compared two versions of the Just Like Yo... [more]

© 2017, © Australian Council for Educational Research 2017. 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.

DOI 10.1177/0004944117730649
Co-authors John Fischetti, Adam Lloyd
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]
DOI 10.1016/j.tate.2017.08.007
Citations Scopus - 2Web of Science - 2
Co-authors David Lubans, Adam Lloyd, Julie Bowe, Jenny Gore
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]
DOI 10.1080/07294360.2017.1325847
Citations Scopus - 2Web of Science - 2
Co-authors Patrick Mcelduff, Jenny Gore, Natasha Weaver, Leanne Fray
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]
DOI 10.1177/0095327X16682046
Citations Scopus - 2Web of Science - 2
Co-authors Leanne Fray, Jenny Gore
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]
DOI 10.1007/s13384-017-0236-9
Citations Scopus - 1Web of Science - 1
Co-authors Adam Lloyd, Leanne Fray, Jenny Gore, Maree Gruppetta
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]
DOI 10.1007/s13384-016-0221-8
Citations Scopus - 5Web of Science - 5
Co-authors Jenny Gore
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.

DOI 10.1136/bmjopen-2015-009023
Citations Scopus - 12Web of Science - 12
Co-authors Allyson Holbrook, Miles Bore
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]
DOI 10.1007/s13384-015-0172-5
Citations Scopus - 16Web of Science - 15
Co-authors James Albright, Erica Southgate, Jenny Gore
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]
DOI 10.1016/j.ijer.2015.08.002
Citations Scopus - 7Web of Science - 5
Co-authors Adam Lloyd, Jenny Gore, David Lubans, Julie Bowe
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]
Co-authors Allyson Holbrook
2015 Gore J, Holmes K, Smith M, 'Enduring challenges, new contexts: Editing TATE for global impact', Teaching and Teacher Education, 51 256 (2015)
DOI 10.1016/j.tate.2015.08.001
Co-authors Jenny Gore
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]
Co-authors Kylie Shaw, Greg Preston
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]
Co-authors Greg Preston, Kylie Shaw
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]
Co-authors Greg Preston, Kylie Shaw
1992 Smith M, Bourke S, 'Teacher stress: Examining a model based on context, workload, and satisfaction', Teaching and Teacher Education, 8 31-46 (1992)
DOI 10.1016/0742-051X(92)90038-5
Citations Scopus - 44Web of Science - 36
Show 21 more journal articles

Conference (24 outputs)

Year Citation Altmetrics Link
2018 Gore J, Fray LT, Harris J, Smith M, Patfield S, 'Presence and proximity: A study of rural school students¿ aspirations for higher education', New York (2018)
Co-authors Leanne Fray, Jenny Gore, Jess Harris
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)
Co-authors Jenny Gore, Leanne Fray
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)
Co-authors Leanne Fray, Adam Lloyd, Jenny Gore
2016 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)
Co-authors Leanne Fray, Jenny Gore
2016 Lloyd AB, Gore J, Smith M, Ellis H, Holmes K, Lyell A, 'Choosing VET: investigating the formation of VET aspirations', Melbourne (2016) [E3]
Co-authors Adam Lloyd, Jenny Gore
2016 Lloyd AB, Gore J, Harris J, smith M, Gruppetta M, Holmes K, '"Unlocking capacity and empowering choices¿: Indigenous students¿ aspirations for higher education', Melbourne (2016)
Co-authors Maree Gruppetta, Jenny Gore, Jess Harris, Adam Lloyd
2016 Gore JM, Bowe JM, Smith M, Lubans D, 'Impacting on teacher development: A practice framework to improve teaching in Australia', Washington, DC (2016)
Co-authors David Lubans, Julie Bowe, Jenny Gore
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]
Co-authors Jenny Gore
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]
Co-authors David Lubans, Julie Bowe, Jenny Gore, Adam Lloyd
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]
Co-authors Maree Gruppetta, Jenny Gore
2015 Lloyd AB, Gore J, Holmes K, Smith M, 'Who Seeks A Career In STEM, When And Why?', Freemantle, Western Australia (2015) [E3]
Co-authors Adam Lloyd, Jenny Gore
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]
Co-authors Leanne Fray, Jenny Gore, Adam Lloyd
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]
Co-authors Allyson Holbrook
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]
Co-authors Jenny Gore, Erica Southgate, James Albright
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]
Co-authors Jenny Gore, Erica Southgate, James Albright
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]
Co-authors Kylie Shaw, Greg Preston
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]
Co-authors Kylie Shaw, Greg Preston
2012 Shaw KM, Holmes K, Preston G, Bourke S, Smith M, 'Innovative Teaching in Australia. Presented as part of a symposium ¿Innovative Teaching and Learning Research: Global and National Results from a 7-Country Study¿', Innovative Teaching in Australia. Presented as part of a symposium ¿Innovative Teaching and Learning Research: Global and National Results from a 7-Country Study¿, Vancouver, Canada (2012)
Co-authors Greg Preston, Kylie Shaw
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]
Co-authors Jenny Gore, Erica Southgate, James Albright
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]
Co-authors Erica Southgate, James Albright, Jenny Gore
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]
Co-authors Kylie Shaw, Allyson Holbrook
2012 Shaw KM, Holmes KA, Preston GD, Smith MW, 'LEAP21 professional learning in Australia', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
Co-authors Kylie Shaw, Greg Preston
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]
Co-authors Kylie Shaw, Greg Preston
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]
Co-authors Jenny Gore, Erica Southgate, James Albright
Show 21 more conferences

Other (1 outputs)

Year Citation Altmetrics Link
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 (9 outputs)

Year Citation Altmetrics Link
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)
Co-authors Leanne Fray, Jenny Gore, Natasha Weaver
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)
Co-authors Kevin Lyons, Allyson Holbrook
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)
Co-authors Natasha Weaver, Jenny Gore, Adam Lloyd
2016 Gore JM, Smith M, Lloyd A, Bowe J, Ellis H, Taggart W, Lubans D, 'The impact of Quality Teaching Rounds: Report on the results of a randomised controlled trial', NSW Department of Education, 74 (2016)
Co-authors David Lubans, Jenny Gore, Adam Lloyd, Julie Bowe
2015 Gore J, Holmes K, Smith M, Fray LT, 'Investigating the factors that influence the choice of teaching as a first career', Queensland College of Teachers, 55 (2015)
Co-authors Leanne Fray, Jenny Gore
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]
Co-authors Jenny Gore, Leanne Fray
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]
Co-authors Kevin Lyons, Allyson Holbrook, Johanna Macneil
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]
Co-authors Allyson Holbrook, Daniella Forster, Johanna Macneil, Kevin Lyons
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]
Co-authors Greg Preston, Kylie Shaw
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Grants and Funding

Summary

Number of grants 23
Total funding $3,575,778

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


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

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

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

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

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

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

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

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 C3111 - Aust For profit
Category 3111
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 Doctor 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 C3112 - Aust Not for profit
Category 3112
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 Research 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 C2210 - Aust StateTerritoryLocal - Own Purpose
Category 2210
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, 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

20125 grants / $1,203,153

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 C2210 - Aust StateTerritoryLocal - Own Purpose
Category 2210
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, 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 '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
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Research Supervision

Number of supervisions

Completed7
Current7

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2014 PhD "What if Compulsory Education was a 21st Century Invention" - Schooling Scenarios of the Future through a Counter-Factual Analysis. PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2014 PhD The Effect of Flipped Teaching Strategy in Student Academic Achievement at the University of Jazan, Saudi Arabia. PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2014 PhD To study the Feasibility of Alternative Models to support School Education in the 21st Century: Possible ways forward using business model thinking PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2013 PhD Educational and Career Aspirations in the Middle Years of Schooling PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2012 PhD Educational and Career Aspirations in the Middle Years of Schooling: An Exploration of Factors Influencing Students' Futures, in a Contemporary Australian Context PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2012 PhD An Investigation of the Learning Attributes and Meta-Cognition of Innovative Policy Entrepreneurs PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2011 PhD Masks and Education: A Study in the Teaching of Drama and Theatre Studies in the Australian Secondary Curriculum PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2018 PhD School Leaders' Perceptions of the Drivers and Impediments to Site-Based Innovation PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2018 PhD The Impact of School Autonomy Reform on Secondary Principals PhD (Education), Faculty of Education and Arts, 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), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD Quality Teaching Rounds: Strengthening the Knowledge Base and Collaborative Processes for Teacher Professional Development PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2016 PhD Quality Assurance and Accreditation in Upper Secondary Schools in Hatinh Province in Vietnam PhD (Education), Faculty of Education and Arts, 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), Faculty of Education and Arts, 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), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
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News

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

July 26, 2018

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

Congratulations to FEDUA's HEPPP grant awardees

October 20, 2016

FEDUA researchers from the School of Education and the nascent School of Creative Industries who have been awarded competitive Federal Government funding.

Education researchers appointed editors of prestigious international journal

October 29, 2015

UON education researchers have been named co-editors of the prestigious Teaching and Teacher Education journal.

Student–teacher rapport key to educational aspirations

October 15, 2015

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...

National grant awarded to investigate vocational education and training aspirations

September 10, 2015

The University of Newcastle's Teachers and Teaching Research Program awarded grant to investigate the formation of children's vocational education and training

Eight HEPP National Priority Pool grants secured

May 12, 2015

The Centre of Excellence for Equity in Higher Education secured eight HEPP National Priority Pool grants worth over $1.3 million

Teachers and teaching

May 15, 2014

University of Newcastle research program, Teachers and Teaching, proves collaboration is the key to success in teaching and research.

Professor Max Smith

Position

Professor
Teachers and Teaching
School of Education
Faculty of Education and Arts

Focus area

Education

Contact Details

Email maxwell.smith@newcastle.edu.au
Phone (02) 49854957
Mobile 0413009366
Fax (02) 4921 7887

Office

Room SE33
Building Special Education
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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