Dr Sally Patfield
Lecturer
School of Education
- Email:sally.patfield@newcastle.edu.au
- Phone:(02) 49215103
From inequality to inclusive pedagogical environments
With a rural NSW upbringing and a background in teaching, Dr Sally Patfield knows first-hand the inequalities of the education system. Today, through her research, she’s working hard to change thinking and policy to make it fairer for all.
“My research is situated within the sociology of education and specifically focuses on issues of equity and social justice,” says Sally.
While schools and universities purport to embody equality for students who experience marginalisation and forms of disadvantage, different layers of inequality exist.
These students include those who are the first in their family to attend university, those living in regional and remote Australia, and those from working-class and low socio-economic circumstances.
The inequality is systematic, institutional and embodied. It encompasses broader policy conditions, processes of marginalisation in schools and universities, and the effects of marginalisation/disadvantage, particularly in terms of how individuals see themselves – and how others see them.
“My work aims to analyse and critique different kinds of structural inequalities that shape young people’s experiences of schooling, their post-school educational transitions and their participation in higher education.
“I’m also working to understand and unpack the role of institutions like schools and universities in (re)producing inequality.”
However, she’s not just working to understand it. She’s also looking at ways in which we can enhance teaching and learning to achieve more equitable outcomes, from the school system to higher education.
Personal experience in the system
Sally was initially drawn to this work due to her own experience growing up in Scone, a small community in rural NSW, and being the first in her family to go to university.
“Higher education can be a profoundly transformative experience, but universities are still primarily geared towards those from more advantaged backgrounds.”
She’s also motivated by her time as a primary school teacher in NSW public schools.
“Teachers do an amazing job, but sadly, the system tends to fail those working in the most disadvantaged contexts – and, by extension, fails our most vulnerable young people.
“One of the core principles of the Australian education system is equity, yet we have one of the most inequitable education systems in the Western world and a higher education sector where your chances of getting in and succeeding are still heavily dependent on your background.
“Life chances and opportunities shouldn’t be determined by an individual’s circumstances or the unfair advantages embedded in a system that favours those who are already advantaged.”
Today, she loves hearing people’s stories – it resonates with her personally and professionally and makes her feel like her work is making a difference.
Reframing pathologising equity policy
While the government has attempted to alleviate skills shortages and address the under-representation of marginalised groups through an agenda of participation targets, funding allocations and institutional responsibilities, equity policy has often been pathologising.
It inherently blames young people from disadvantaged backgrounds for lacking aspiration and is often focused on rectifying perceived deficits in individuals and their families rather than making the system more inclusive and equitable.
“For example, millions of dollars are funnelled into outreach initiatives to help young people learn about university, understand the degrees on offer, and demonstrate what kinds of jobs they can get through higher education,” says Sally.
In and of themselves, these aren’t bad programs. But attention is more often directed at these kinds of initiatives rather than thinking about the way different practices within the education system, such as streaming, unfair school funding, and the perpetuation of ‘school choice’ models, can foreclose direct entry to university.
“They also misdirect attention away from the fact that students from certain backgrounds may be pushed into vocational education (both implicitly and explicitly) and the way particular discourses in society position students as unsuitable or undeserving of university because of their grades and/or background.”
Addressing the non-inclusive challenge
Sally’s work addresses these policy deficits and the challenge of creating inclusive pedagogical environments.
Part of this is about ensuring we continue to value the broad role of universities as places of knowledge and learning, not just as pathways to employment.
But this is a complex challenge because universities aren’t necessarily places which simplistically alleviate inequality – they can also reproduce inequality, says Sally.
“There are structures and practices within universities that can continue to exclude students from disadvantaged and marginalised backgrounds.
“For example, there’s an expectation now for students to ‘build up their resume with extracurricular activities to compete for jobs, while universities are increasingly focused on making students ‘job ready’.
“However, this situation isn’t so straightforward for students who need to work during their study or for those who are parents and caregivers.”
Enacting change and interventions
Sally is particularly passionate about communicating her research findings beyond academic channels to enact change and translate her findings into actionable interventions.
To date, she’s played a major role in developing and executing several novel equity interventions.
One of these is a large-scale professional development course called Aspirations: Supporting Student Futures, currently completed by 1,500 Australian teachers, which helps people develop a critical understanding of issues impacting access to higher education.
Another is a free Massive Open Online Course for parents/carers called When I Grow Up: Supporting Children’s Aspirations, which 2,000 people from 95 countries have completed so far.
In addition, she’s helped conceive and implement a new Master’s course at the University of Newcastle that helps school leaders build evidence-informed practice in relation to young people’s educational and occupational futures.
Opening up conversations
Her work is being recognised as empirically and conceptually innovative. It’s opening up important new conversations about higher education equity within the context of shifting axes of inequality and social change.
Sally also regularly delivers on-demand professional development for teachers and career advisors, focusing on higher education access and equity. Plus, she often communicates her project findings to the general public and key stakeholders through both written and broadcast mediums.
Examples of these mediums include The Conversation, Teacher magazine, the Independent Education Union, Times Higher Education, The Newcastle Herald, the Australian Association for Research in Education (AARE), British Educational Research Association (BERA) and the National Centre for Student Equity in Higher Education (NCSEHE).
She’s also participated in interviews with ABC radio and national current affairs channel The Wire as an expert in higher education equity.
Contributing to policy change
When it comes to translating her work into actual impact, Sally has been part of two teams of researchers working on grants from the National Centre for Student Equity in Higher Education (NCSEHE), Australia’s leading research and policy centre focused on higher education equity.
The first was Community influence on university aspirations: Does it take a village? The multi-site qualitative study, situated within eight diverse NSW communities, examined the role of local communities in shaping young people’s access to higher education.
The second was Aspirations, equity and higher education course choice: The path travelled – an innovative study investigating how the educational and occupational aspirations formed during schooling relate to students’ actual post-school pathways.
These two grants have led to significant outputs targeted at both academic audiences and end-users, including publicly available project reports, national and international conference presentations, refereed journal articles, a book chapter in an international edited collection published by Bristol University Press, and a co-authored monograph published by Routledge called Community matters: The complex links between community and young people's aspirations for higher education.
Recognition and real-world impact
Sally is extremely proud of the recognition for her innovative work – and, importantly, its real-world impact.
“One of my articles investigating the participation of Indigenous Australians in higher education shifted attention to the intersection of race and social class to help redefine dominant discourses of Indigeneity. It was selected to be part of a special issue on Indigenous education in the Q1-ranked journal Critical Studies in Education.”
Another example is her field-leading work on first-in-family students, published in three Q-ranked journals. In addition, Sally leads the national First-in-Family Network with Curtin University’s Professor Sarah O’Shea, Director of NCSEHE, a network which brings together academics and practitioners who share research and innovations in practice to support first-in-family learners in higher education.
“We also continue to receive extremely positive feedback on the courses we have developed and run. Participants say it has challenged and opened up their thinking. Teachers have developed new strategies for the classroom. And parents and community members talk about the new tools and language they have to support young people in pursuing meaningful post-school futures.”
From inequality to inclusive pedagogical environments
With a rural NSW upbringing and a background in teaching, Dr Sally Patfield knows first-hand the inequalities of the education system. Today, through her research, she’s working hard to change thinking and policy to make it fairer for all.“My research…
Career Summary
Biography
Dr Sally Patfield is a Senior Research Fellow with the Teachers and Teaching Research Centre in the School of Education. Sally has over 15 years' experience working in various educational contexts, including as a primary teacher in NSW public schools, in arts education at the local government level, community cultural development for the not-for-profit sector, and across professional and academic roles in higher education.
Sally's doctoral research investigated school students who would be the first in their families to enter higher education. Conferred in 2018, her thesis was awarded the Ray Debus Award for Doctoral Research in Education by the Australian Association for Research in Education (2019), the Higher Degree by Research Excellence Award for the School of Education, University of Newcastle (2018), and the Australian Council of Deans of Education Postgraduate Student/Early Career Researcher Poster Award (2016).
Qualifications
- Doctor of Philosophy in Education, University of Newcastle
- Bachelor of Teaching/Bachelor of Arts (Hons), University of Newcastle
- Graduate Diploma of Museum Studies, Deakin University
- Master of Cultural Heritage, Deakin University
Keywords
- educational access
- educational transitions
- equity
- higher education
- social inequalities
- sociology of education
- sociology of higher education
- teacher professional development
Fields of Research
Code | Description | Percentage |
---|---|---|
390203 | Sociology of education | 50 |
390303 | Higher education | 25 |
390307 | Teacher education and professional development of educators | 25 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Lecturer | University of Newcastle School of Education Australia |
Teaching
Code | Course | Role | Duration |
---|---|---|---|
EDUC4940 |
Research Design and Critique School of Education, The University of Newcastle |
Tutor | 11/1/2016 - 15/12/2017 |
EDUC4749 |
Advanced Numeracy School of Education, The University of Newcastle |
Marker | 8/1/2018 - 18/12/2020 |
EDUC6000 |
Understanding Aspirations for Greater Equity School of Education, The University of Newcastle |
Course Coordinator | 6/1/2020 - 17/12/2021 |
EDUC2749 |
K-6 Numeracy School of Education, The University of Newcastle |
Tutor | 9/1/2017 - 14/12/2018 |
EDUC1103 |
Schooling, Identity and Society School of Education, The University of Newcastle |
Tutor | 6/1/2020 - 18/12/2020 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (1 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 |
Gore J, Patfield S, Fray L, Harris J, Community Matters, Routledge, Abingdon, Oxon, 150 (2023) [A1]
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Chapter (5 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2023 |
Patfield S, Gore J, Fray L, Gruppetta M, 'The untold story of middle- class Indigenous Australian school students who aspire to university', Critical Studies and the International Field of Indigenous Education Research, Routledge 80-95 (2023)
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2022 |
Gore J, Patfield S, Fray L, 'Questioning the consensus on effective professional development', International Encyclopedia of Education, Elsevier Science, Oxford, United Kingdom (2022)
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2022 |
Patfield S, Gore J, Fray L, 'Disrupting the discourse of under-representation: The place of rural students in Australian higher education equity policy', Youth beyond the city: Thinking from the margins, Bristol University Press, Bristol, United Kingdom 40-56 (2022) [B1]
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2021 |
Patfield S, Gore J, Fray L, 'On becoming a university student: Young people and the 'illusio' of higher education', Reimagining the Higher Education Student: Constructing and Contesting Identities, Routledge, London, UK 10-26 (2021) [B1]
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Show 2 more chapters |
Journal article (17 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2024 |
Prieto E, Sincock K, Patfield S, Fray L, Gore J, 'New possibilities for engaging school teachers in widening participation: professional development to support student aspirations', AUSTRALIAN EDUCATIONAL RESEARCHER, 51 167-193 (2024) [C1]
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2023 |
Patfield S, Gore J, Harris J, 'Shifting the focus of research on effective professional development: Insights from a case study of implementation', Journal of Educational Change, 24 345-363 (2023) [C1]
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2023 |
Patfield S, 'Class, race, disability and mental health in higher education: questioning the access, success and progression of disadvantaged students', EDUCATIONAL REVIEW, 75 1284-1285 (2023)
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2023 |
Jaremus F, Sincock K, Patfield S, Fray L, Prieto E, Gore J, 'Pressure to attend university: beyond narrow conceptions of pathways to a good life ', Educational Review, 1-20 [C1]
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2023 |
Patfield S, Gore J, Fray L, 'Stratification and the illusion of equitable choice in accessing higher education', International Studies in Sociology of Education, 32 780-798 (2023) [C1]
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2022 |
Patfield S, Gore J, Harris J, 'Scaling up effective professional development: Toward successful adaptation through attention to underlying mechanisms', Teaching and Teacher Education, 116 (2022) [C1] Delivering effective professional development (PD) at scale necessitates a careful balance between program integrity and local adaptation. Drawing on qualitative case study data, ... [more] Delivering effective professional development (PD) at scale necessitates a careful balance between program integrity and local adaptation. Drawing on qualitative case study data, this paper explores tensions in the implementation of a successful PD program, Quality Teaching Rounds, within two contrasting school communities in New South Wales, Australia. Using the theoretical distinction between ostensive and performative aspects of implementation, we demonstrate how even slight surface-level adaptations to the program can have profound consequences for teacher learning. We argue that scaling efforts must attend to the underlying mechanisms of effective PD, not just its design, if benefits are to be realised.
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2022 |
Patfield S, Gore J, Fray L, 'Degrees of "being first": toward a nuanced understanding of first-generation entrants to higher education', EDUCATIONAL REVIEW, 74 1137-1156 (2022) [C1]
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2022 |
Patfield S, Gore J, Fray L, Gruppetta M, 'The untold story of middle-class Indigenous Australian school students who aspire to university', Critical Studies in Education, 63 80-95 (2022) [C1]
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2022 |
Patfield S, Gore J, Prieto E, Fray L, Sincock K, 'Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice', International Journal for Academic Development, 1-16 (2022) [C1]
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2021 |
Patfield S, Gore J, Weaver N, 'On 'being first': the case for first-generation status in Australian higher education equity policy', AUSTRALIAN EDUCATIONAL RESEARCHER, 49 23-41 (2021) [C1]
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2021 |
Gibson S, Patfield S, Gore JM, Fray L, 'Aspiring to higher education in regional and remote Australia: the diverse emotional and material realities shaping young people's futures', AUSTRALIAN EDUCATIONAL RESEARCHER, 49 1105-1124 (2021) [C1]
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2021 |
Patfield S, Gore J, Fray L, 'Reframing first-generation entry: how the familial habitus shapes aspirations for higher education among prospective first-generation students', Higher Education Research & Development, 40 599-612 (2021) [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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2017 |
Gore J, Patfield S, Holmes K, Smith M, Lloyd A, Gruppetta M, et al., 'When higher education is possible but not desirable: Widening participation and the aspirations of Australian Indigenous school students', Australian Journal of Education, (2017) [C1]
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2017 |
Gore J, 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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Show 14 more journal articles |
Report (8 outputs)
Year | Citation | Altmetrics | Link | ||
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2022 |
Jaremus F, Sincock K, Patfield S, Prieto-Rodriguez E, Fray L, Gore J, 'Aspirations, equity and higher education course choice: The path travelled.', National Centre for Student Equity in Higher Education (2022)
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2021 |
Gore J, Miller A, Harris J, Patfield S, 'Building capacity for quality teaching in Australian schools: Victorian pilot study final report.', Paul Ramsay Foundation (2021)
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2021 |
Gore J, Miller A, Harris J, Patfield S, 'Building capacity for quality teaching in Australian schools: Queensland pilot study final report', Paul Ramsay Foundation (2021)
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Show 5 more reports |
Grants and Funding
Summary
Number of grants | 13 |
---|---|
Total funding | $22,679,335 |
Click on a grant title below to expand the full details for that specific grant.
20241 grants / $35,000
A teacher professional development program$35,000
Funding body: Malardalens University
Funding body | Malardalens University |
---|---|
Project Team | Doctor Drew Miller, Doctor Sally Patfield, Doctor Leanne Fray, Laureate Professor Jennifer Gore |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2024 |
Funding Finish | 2025 |
GNo | G2301474 |
Type Of Funding | C3400 – International For Profit |
Category | 3400 |
UON | Y |
20234 grants / $5,140,004
Strengthening teacher induction through Quality Teaching Rounds$4,860,000
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Drew Miller, Doctor Sally Patfield |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2025 |
GNo | G2300779 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Ten Years On: The Changing Aspirations of Primary School Students$272,679
Funding body: Department of Employment and Workplace Relations
Funding body | Department of Employment and Workplace Relations |
---|---|
Project Team | Doctor Leanne Fray, Doctor Natasha Weaver, Laureate Professor Jennifer Gore, Ms Treesa Heath, Doctor Sally Patfield |
Scheme | RFQ - Supporting career exploration and development of First Nations primary school aged children |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2024 |
GNo | G2301243 |
Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
Category | 2100 |
UON | Y |
Understanding the equity implications of university early entry schemes$4,825
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Sally Patfield |
Scheme | Pilot Funding Scheme |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | G2300454 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
CHSF Conference Travel Grant$2,500
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Conference Travel Scheme |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20223 grants / $71,600
Supporting Quality Teaching in NSW Public Schools$55,000
Funding body: Royal Prince Alfred Hospital School
Funding body | Royal Prince Alfred Hospital School |
---|---|
Project Team | Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Sally Patfield |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2200749 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Job ready graduates? Equity and post-university aspirations in contemporary higher education $14,100
Funding body: Teachers and Teaching Research Centre
Funding body | Teachers and Teaching Research Centre |
---|---|
Project Team | Dr Sally Patfield, Dr Leanne Fray, Dr Felicia Jaremus |
Scheme | Teachers and Teaching Research Centre |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
CHSF Research Output Funding$2,500
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Research Output Scheme |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20211 grants / $2,500
Research Output Scheme Funding$2,500
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
---|---|
Scheme | 2021 CHSF Research Output Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20201 grants / $32,900
Aspirations, equity and higher education course choice: The path travelled$32,900
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Laureate Professor Jennifer Gore, Professor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Sally Patfield, Doctor Felicia Jaremus, Doctor Felicia Jaremus |
Scheme | Research Grants Program |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2021 |
GNo | G2000940 |
Type Of Funding | C2200 - Aust Commonwealth – Other |
Category | 2200 |
UON | Y |
20191 grants / $86,300
Quality Teaching @ UON$86,300
Funding body: The University of Newcastle, Australia
Funding body | The University of Newcastle, Australia |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Andrew Miller, Doctor Leanne Fray, Doctor Sally Patfield, Doctor Elena Prieto-Rodriguez |
Scheme | Vice-Chancellor’s Strategic Initiatives Fund |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20181 grants / $17,271,959
Building Capacity for Quality Teaching in Australian Schools$17,271,959
Funding body: Paul Ramsay Foundation
Funding body | Paul Ramsay Foundation |
---|---|
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 |
20171 grants / $39,072
Community influence on university aspirations: Does it take a village?$39,072
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Adam Lloyd, Associate Professor Jess Harris, Doctor Sally Patfield |
Scheme | Research Grants Program |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1701286 |
Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
Category | 2100 |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | The Current State of Reading Instruction in K-6 Schools in NSW: An Analysis of the Preparedness of Preservice and In-Service Teachers to Deliver Effective, Evidence-based Reading Instruction | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Empowering Registered Nurses As Educators To Improve The Quality Of Undergraduate Student Learning In Simulated Environments. | PhD (Nursing), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2020 | PhD | NSW Primary Schools Teachers' and School Learning Support Officers' (SLSOs) Perceptions About Pre-service Professional Preparation for SLSOs | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | Demystifying Subjects, Troubling Status: A Pedagogical Analysis of High School Mathematics and Drama in the Australian Schooling Context | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
News
News • 3 Dec 2019
‘Being first’ thesis wins prestigious award
Dr Sally Patfield from the University of Newcastle’s Teachers and Teaching Research Centre has received the prestigious Ray Debus Award for Doctoral Research in Education at the 2019 Australian Association for Research in Education (AARE) Conference.
Dr Sally Patfield
Position
Lecturer
School of Education
College of Human and Social Futures
Contact Details
sally.patfield@newcastle.edu.au | |
Phone | (02) 49215103 |
Office
Room | CT307 |
---|---|
Building | CT Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |