Professor  Susan Ledger

Professor Susan Ledger

Head of School

School of Education

Career Summary

Biography

Professor Susan Ledger is Head of School - Dean of Education at University of Newcastle. Susan is a dedicated educator, researcher and advocate for the teaching profession who has a passion for connecting people, places and projects. Susan has had a range of educational experiences in both primary, secondary and tertiary settings around the globe. Her recent publications explore how rural and international fields of study complement and compete with each other. In 2017, she introduced SimLab@Murdoch (Mursion), an immersive platform that simulates classrooms into the preparation of initial teacher educators. Newcastle has introduced three technology platforms to support ITE students: Sim School; SimTeach (Mursion)  and SimCAVE. These platforms are used as diagnostic tools to target different areas of development for our future teachers.

Susan's current research interests intersect three research fields: policies and practices related to teacher education; preparing to teach in diverse contexts (international & remote); and the use of mixed reality simulations to better prepare students for these contexts.

Susan provides a global to local perspective on the teaching profession, leading reform by implementing simulation into the initial teacher education program at University of Newcastle. Susan's initiated a successful 12month internship program unique to WA and introduced the Post Graduate Certificate in International Education aligned with the International Baccalaureate Teaching and Learning Certificates whilst at Murdoch.

As Head of School - Dean of Education at UoN she is responsible for transforming teacher education, advocating for the profession and developing partnerships between schools, universities and educational sectors.

Susan enjoys working collaboratively and has developed friendships and partnerships with researchers, organisations and practitioners around the globe.


Qualifications

  • Doctor of Philosophy, University of Western Australia
  • Bachelor of Education, Edith Cowan University
  • Diploma of Teaching, Western Australian College of Advanced Education
  • Master of Education, Murdoch University

Keywords

  • Diverse Schooling
  • Literacy & Language
  • Rural & Remote Education
  • Simulation in Teacher Education
  • Teacher Education
  • international Education

Languages

  • English (Mother)
  • Indonesian (Working)

Fields of Research

Code Description Percentage
390401 Comparative and cross-cultural education 33
390307 Teacher education and professional development of educators 33
390201 Education policy 34

Professional Experience

UON Appointment

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

Awards

Award

Year Award
2022 Citation for Outstanding Contribution to Student Learning
Australian Awards for University Teaching
2016 Exemplary Practice for Professional Experience
Australian Institute for Teaching and School Leadership (AITSL)
2015 Early Career Award
Western Australia Institute of Educational Research
2015 Murdoch VC Citation for Excellence in Enhancing Learning Award
Murdoch University
2014 Australian Rural Educators Award for University School Partnerships
Society for the Provision of Education in Rural Australia (SPERA)
2014 Award for Excellence in Pre-Service Teacher Support
Western Australia Department of Education
2013 Award for Excellence for Internship Program
Western Australia Department of Education

Member

Year Award
2017 Life Membership Award
Society for the Provision of Education in Rural Australia (SPERA)
2017 Murdoch LEAD Academy
Murdoch University
2017 Life Membership Award
Society for the Provision of Education in Rural Australia (SPERA)

Research Award

Year Award
2015 University/School Research Award
Australian Teacher Education Association [ATEA]
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Publications

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


Book (1 outputs)

Year Citation Altmetrics Link
2014 Ledger S, Vidovich L, O'Donoghue T, Global to Local Curriculum Policy Processes, Springer International Publishing (2014)
DOI 10.1007/978-3-319-08762-7

Chapter (5 outputs)

Year Citation Altmetrics Link
2021 Ledger S, 'Resilience Building for Pre-service Teachers: BRiTE, Micro-Teaching and Augmented Reality/Simulation (BRiTE-AR)', Cultivating Teacher Resilience, Springer Singapore 245-262 (2021)
DOI 10.1007/978-981-15-5963-1_15
2017 Tindall-Ford S, Ledger S, Williams J, Ambrosetti A, 'Immersion programs in Australia: Exploring four models for developing 'classroom-ready' teachers', Educating Future Teachers: Innovative Perspectives in Professional Experience, Springer, Cham, Switzerland 193-215 (2017) [B1]
DOI 10.1007/978-981-10-5484-6_12
Citations Scopus - 4
2017 White S, Tindall-Ford S, Heck D, Ledger S, 'Exploring the Australian teacher education 'partnership' policy landscape: Four case studies', Educating Future Teachers: Innovative Perspectives in Professional Experience 13-31 (2017)

Schools have long been integrally involved in initial teacher education particularly through the professional experience component. In recent decades however, there have been spec... [more]

Schools have long been integrally involved in initial teacher education particularly through the professional experience component. In recent decades however, there have been specific policy calls for greater involvement of schools in teacher preparation. These calls have come in two distinct waves of partnership policy reforms in Australia. The first began in earnest with the Australian Government announcement through the National Partnership Agreement on Improving Teacher Quality (Council of Australian Governments (COAG) National partnership agreement on improving teacher quality, 2008), which identified two priorities. Firstly, it championed a systemic response to strengthening linkages between schools and universities, and secondly, it recognised the professional learning opportunities of preservice teachers and in-service teachers working together as co-producers of knowledge. The second wave, influenced by the Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs MCEETYA. Melbourne declaration on educational goals for young Australians, 2008), resulted in the government response to the Teacher Education Ministerial Advisory Group (TEMAG) report (Teacher Education Ministerial Advisory Group (TEMAG). Action now: classroom ready teachers. Australian Government, Canberra, 2015) and the accompanying move to mandate school-university partnerships for the purpose of teacher education program accreditation. These national partnership priorities have been taken up in differentways across the various states and territories and by universities and schools. This chapter maps the policy reforms both nationally and at the various jurisdictional levels and uses four illustrative cases to analyse the opportunities and challenges for future partnerships and recommendations for teacher educators working to sustain such partnerships.

DOI 10.1007/978-981-10-5484-6_2
Citations Scopus - 7
2014 Ledger S, Vidovich L, O Donoghue T, 'Case Study One: Satu International School (SIS)', Global to Local Curriculum Policy Processes, Springer International Publishing 85-107 (2014)
DOI 10.1007/978-3-319-08762-7_5
2014 Ledger S, Vidovich L, O Donoghue T, 'Case Study Three: Tiga International School (TIS)', Global to Local Curriculum Policy Processes, Springer International Publishing 135-151 (2014)
DOI 10.1007/978-3-319-08762-7_7
Show 2 more chapters

Journal article (29 outputs)

Year Citation Altmetrics Link
2022 Bailey L, Ledger S, Thier M, Pitts CMT, 'Global competence in PISA 2018: deconstruction of the measure', Globalisation, Societies and Education, (2022)

Programme for International Student Assessment (PISA) results have become synonymous with quality benchmarking, determining standards and comparing performance among 15-year-old s... [more]

Programme for International Student Assessment (PISA) results have become synonymous with quality benchmarking, determining standards and comparing performance among 15-year-old students in countries around the globe. Concern, however, exists with the utility and consequential validity of the newest measure to the suite of the OECD¿s PISA tests: its global competence measure. This study continues our examination of the global competence measure by deconstructing how the OECD frames it within the first global competence rankings, which are based on PISA 2018 data. Our study uses Derrida¿s technique of deconstructing texts to critique the five specific claims that the OECD used to underpin the importance of its measures in PISA- policy orientation, innovative concept of literacy, relevance to lifelong learning, regularity, and breadth of coverage. Our analysis exposes the measure¿s silences, unquestioned assumptions and inconsistencies. The aporia evident in the text is of concern for educational policy makers around the globe as it perpetuates global messaging that reinforces dominant discourses and continues to ignore contextual differences. We call for continued critique of the global competence measure and recommend that hyperbole be replaced by contextualisation of any differences it might detect.

DOI 10.1080/14767724.2022.2029693
2022 Suoranta J, Teräs M, Teräs H, Jandric P, Ledger S, Macgilchrist F, Prinsloo P, 'Speculative Social Science Fiction of Digitalization in Higher Education: From What Is to What Could Be', Postdigital Science and Education, 4 224-236 (2022)
DOI 10.1007/s42438-021-00260-6
Citations Scopus - 1
2022 Rappa N, Ledger S, 'Pre-service teachers' reflections on their challenging experiences interacting with a parent avatar: Insights on deepening reflection on the simulation experience', JOURNAL OF EDUCATION FOR TEACHING, (2022)
DOI 10.1080/02607476.2022.2061339
2022 Ledger S, Burgess M, Rappa N, Power B, Wong KW, Teo T, Hilliard B, 'Simulation platforms in initial teacher education: Past practice informing future potentiality', Computers and Education, 178 (2022)

Despite evidence promoting simulation platforms as effective modes of learning, virtual simulation is underutilised in Australian Initial Teacher Education (ITE) programs, and as ... [more]

Despite evidence promoting simulation platforms as effective modes of learning, virtual simulation is underutilised in Australian Initial Teacher Education (ITE) programs, and as such, casts doubt on the sustainability of next generation simulation platforms. As a case example, we present findings from a systematic review of the literature on the benefits and limitations of Second Life as one of the most widely adopted simulation platforms used in ITE. We reveal salient issues from the literature on Second Life in teacher education that may provide key insight into the sustainability of future simulation platforms in ITE. Grossman's (2009) Pedagogies of practice are used to frame the discussion and offer insight into the opportunities and challenges for educators facilitated by simulation platforms. We recommend broad-based research to capture the transformative pedagogical qualities of simulation platforms and call for an exploration into education policies that both hinder and help the adaptation of next generation simulation platforms within initial teacher education.

DOI 10.1016/j.compedu.2021.104385
Citations Scopus - 1Web of Science - 1
2022 Fischetti J, Ledger S, Lynch D, Donnelly D, '-Practice before Practicum: Simulation in Initial Teacher Education', Teacher Educator, 57 155-174 (2022)

The benefits of micro-teaching (pre-service teachers practicing their teaching skills with small groups of peers or students) are well documented. However, the overcrowding of the... [more]

The benefits of micro-teaching (pre-service teachers practicing their teaching skills with small groups of peers or students) are well documented. However, the overcrowding of the teacher education curriculum, in part due to regulatory mandates, led many initial teacher education (ITE) programs to abandon using micro-teaching. The focus of this study was to understand the experiences of pre-service teachers who are engaging in real-time simulation technology as a new form of micro-teaching. The analysis of our findings indicated that the use of the mixed-reality learning environments (MRLEs) showed promise in helping build candidate self-confidence and preparing novices for their first ¿real¿ teaching practicum. MRLEs appear to be particularly useful for assisting with developing confidence, planning for diverse learners, understanding personalizing pedagogy and engaging with classroom management. We argue the importance of micro-teaching ¿2.0¿ as a strategy to ¿practice before prac¿ and call for increased inclusion of simulation within ITE programs.

DOI 10.1080/08878730.2021.1973167
Co-authors Debra Donnelly, John Fischetti
2021 Dickson A, Perry LB, Ledger S, 'Challenges of the international baccalaureate middle years programme: Insights for school leaders and policy makers', Education Policy Analysis Archives, 29 (2021) [C1]

Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the chal... [more]

Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB¿s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB¿s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia¿s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.

DOI 10.14507/EPAA.29.5630
2021 Merga MK, Malpique A, Roni SM, Valcan D, Ledger S, 'Teachers perceptions of the impact of COVID-19 on writing instruction in Australia', Issues in Educational Research, 31 1138-1155 (2021)

Education interruption can influence educational outcomes for students, particularly those already experiencing disadvantage. Little is known about how education interruption caus... [more]

Education interruption can influence educational outcomes for students, particularly those already experiencing disadvantage. Little is known about how education interruption caused by COVID-19 has influenced the literacy learning of Australian students. This article provides insights into the impact of COVID-19 related education interruption on writing instruction of primary school aged children from the perspectives of their teachers. Drawing on data from a single-stage mixed-methods survey tool, it explores extent of perception of an impact of COVID-19 writing instruction in Australia, as well as capturing data on the nature of this perceived impact. As expected, the COVID-19 pandemic had an impact on writing instruction in the majority of cases, with impact typically perceived to be negative, though for some respondents, an unexpected benefit of the disruption was the collaborative response of educators and education systems. The diverse facets of the nature of this perceived impact were identified by respondents, some of which were related to context and home affordances, with findings highlighting how uneven levels of parental and technological resourcing at home can support or impede student learning of writing skills. The findings can be drawn upon to mitigate barriers to the teaching of writing during times of education interruption.

Citations Scopus - 1
2021 Whitsed C, Burgess M, Ledger S, 'Editorial Advisory Board Members on Reimagining Higher Education Internationalization and Internationalization of the Curriculum', Journal of Studies in International Education, 25 348-368 (2021)

This research explores how editorial advisory board members across four highly ranked international higher education¿focused journals understand higher education internationalizat... [more]

This research explores how editorial advisory board members across four highly ranked international higher education¿focused journals understand higher education internationalization generally, and internationalization of the curriculum (IoC) specifically. Notionally, as gatekeepers, editorial advisory board members hold a powerful strategic position in the scholarly debates that characterize an active discipline, and can indirectly assert a strong influence over the academic direction of the field(s) to which they belong. All editorial advisory members for the journals Higher Education, Studies in Higher Education, Higher Education Research & Development, and the Journal of Studies in International Education were invited to contribute to this research with 25 (N = 25, 30%) consenting to participate. Utilizing qualitative, semi-structured interviewing, participants discussed their views on higher education internationalization, IoC, and the importance of these in the contemporary university. Participants also discussed what dimensions of IoC need to be further addressed in higher education discourses and research, and opportunities and challenges they foresee concerning higher education internationalization now and into the future. Findings reveal, for participants, internationalization continues to be perceived as a multivocal, largely Anglo-European, and neoliberal enterprise which is at a crossroad, and needs to be reimagined for the betterment of all in society. Collectively, participants draw attention to a lack of criticality and problematization within higher education internationalization discourses, and highlighted the need for research, scholarship, and academic leaders to expand the focus of IoC to address future global challenges and needs.

DOI 10.1177/1028315320984840
Citations Scopus - 1Web of Science - 1
2021 Simanjorang M, Taylor PC, Ledger S, 'Learning to teach from the student s point of view: an ethical call from transformative learning', Reflective Practice, 22 47-59 (2021) [C1]

Drawing on an autoethnographic inquiry we present a first-person, narrative account of a mathematics teacher¿s experience of developing an ethically responsible teaching practice.... [more]

Drawing on an autoethnographic inquiry we present a first-person, narrative account of a mathematics teacher¿s experience of developing an ethically responsible teaching practice. Reflective commentary on narrative vignettes illustrates the teacher¿s inquiry in the role of researcher as transformative learner. Inspired by transformative learning theory, he engaged in critical self-reflection on his moments of teaching, which prompted him to switch from the teacher¿s point of view and pay heed to his student¿s meaning perspective. This transformation of perspective enabled him to avoid conflict by negotiating a deal with the young resistant learner¿¿a rebel kid¿¿to generate mutual respect, focus on values, and successfully adjust to the student¿s learning trajectory. The result of this inquiry suggests that endeavouring to teach from students¿ points of view is important not only for engaging meaningfully in an educative relationship but also for enhancing the sense of ethical responsibility of both teachers and students.

DOI 10.1080/14623943.2020.1821628
2021 Ersozlu Z, Ledger S, Ersozlu A, Mayne F, Wildy H, 'Mixed-Reality Learning Environments in Teacher Education: An Analysis of TeachLivE Research', SAGE Open, 11 (2021) [C1]

TeachLivE¿, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for stude... [more]

TeachLivE¿, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE¿ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications¿journal articles (23), conference proceedings (12), and thesis dissertations (20)¿were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, ¿instructional skills development¿ and ¿integration of TeachLivE¿ in teacher education¿ were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE¿. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used ¿in the classroom¿ but rather ¿as the classroom.¿

DOI 10.1177/21582440211032155
Citations Scopus - 1Web of Science - 2
2021 Ledger S, Masinire A, Diaz MDA, Burgess M, 'Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in australia, south africa, and mexico', Education Policy Analysis Archives, 29 (2021) [C1]

The Organisation for Economic Cooperation and Development (OECD) has highlighted a ¿vicious cycle of decline¿ in rural, regional and remote (RRR) regions, with significant inequal... [more]

The Organisation for Economic Cooperation and Development (OECD) has highlighted a ¿vicious cycle of decline¿ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries-Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.

DOI 10.14507/epaa.29.6233
2020 Dickson A, Perry LB, Ledger S, 'Challenges impacting student learning in the International Baccalaureate Middle Years Programme', Journal of Research in International Education, 19 183-201 (2020)

While the International Baccalaureate¿s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challen... [more]

While the International Baccalaureate¿s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP¿s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP¿s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.

DOI 10.1177/1475240920976228
2020 Dickson A, Perry LB, Ledger S, 'Letting Go of the Middle Years Programme: Three Schools Rationales for Discontinuing an International Baccalaureate Program', Journal of Advanced Academics, 31 35-60 (2020) [C1]

International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity... [more]

International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic¿they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and individual teacher challenges. Although our small sample prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.

DOI 10.1177/1932202X19869006
Citations Scopus - 6
2020 Ledger S, Kawalilak C, 'Conscientious internationalisation in higher education: contextual complexities and comparative tensions', Asia Pacific Education Review, 21 653-665 (2020) [C1]

In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit¿s (Strategies ... [more]

In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit¿s (Strategies for the internationalisation of higher education. A comparative study of Australia, Canada, Europe and the USA. European Association for International Education, Amsterdam, 1995) comparison of internationalisation in four higher education contexts. Guided by humanitarian factors that impact internationalisation in higher education contexts, authors find convergence and divergence with de Wits earlier study. A critical policy lens is employed to further analyse, probe and pose critical questions related to people, philosophy, place, processes, and power (5Ps). Authors argue that the intent (philosophy) of institutions (place) to internationalise (process) are impacted by the interests (power) of individuals and institutions (people) and these often conflict with descriptions and ideals of internationalisation. The authors offer conscientious internationalisation (CI) to recalibrate discourse and practices embedded in the internationalisation of higher education. CI prioritises ethics over markets. It is characterized as practices and processes informed by constitutive principles and ethical practices that amplify equity, reciprocity, and integrity.

DOI 10.1007/s12564-020-09650-0
Citations Scopus - 1Web of Science - 1
2020 Jamaludin R, McKAY E, Ledger S, 'Are we ready for Education 4.0 within ASEAN higher education institutions? Thriving for knowledge, industry and humanity in a dynamic higher education ecosystem?', Journal of Applied Research in Higher Education, 12 1161-1173 (2020)

Purpose: The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast... [more]

Purpose: The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR). Design/methodology/approach: This study used a mixed method research design using quantitative data from a Likert scale of 1¿5, involving: (1) Not Ready; (2) Ready; (3) No Sure; (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity). Findings: This study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high; yet concern was raised about the financial and managerial readiness of institutions across the region. Originality/value: This study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 ¿ knowledge, industry and humanity within the ASEAN region.

DOI 10.1108/JARHE-06-2019-0144
Citations Scopus - 7
2020 Ledger S, Ure C, Burgess M, Morrison C, 'Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice', Higher Education Studies, 10 116-116 (2020) [C1]
DOI 10.5539/hes.v10n4p116
2019 Ledger S, Ersozlu Z, Fischetti J, 'Preservice Teachers Confidence and Preferred Teaching Strategies using TeachLivE Virtual Learning Environment: A Two-Step Cluster Analysis', Eurasia Journal of Mathematics, Science and Technology Education, 15 1-17 (2019) [C1]
DOI 10.29333/ejmste/102621
Citations Scopus - 13
Co-authors John Fischetti
2019 Ledger S, Fischetti J, 'Micro-teaching 2.0: Technology as the classroom', Australasian Journal of Educational Technology, 36 37-54 (2019) [C1]
DOI 10.14742/ajet.4561
Citations Scopus - 19Web of Science - 8
Co-authors John Fischetti
2019 Ledger S, Thier M, Bailey L, Pitts C, 'OECD's Approach to Measuring Global Competency: Powerful Voices Shaping Education', TEACHERS COLLEGE RECORD, 121 (2019)
Citations Scopus - 10Web of Science - 9
2019 Sproul J, Ledger S, MacCallum J, 'A Review of Digital Media Guidelines for Students with Visual Light Sensitivity', INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 68 222-239 (2019) [C1]
DOI 10.1080/1034912X.2019.1679355
Citations Scopus - 2Web of Science - 1
2019 Rappa NA, Ledger S, Teo T, Wai Wong K, Power B, Hilliard B, 'The use of eye tracking technology to explore learning and performance within virtual reality and mixed reality settings: a scoping review', INTERACTIVE LEARNING ENVIRONMENTS, (2019)
DOI 10.1080/10494820.2019.1702560
Citations Scopus - 6Web of Science - 3
2019 Merga MK, Ledger S, 'Teachers' attitudes toward and frequency of engagement in reading aloud in the primary classroom', LITERACY, 53 134-142 (2019)
DOI 10.1111/lit.12162
Citations Scopus - 5Web of Science - 4
2018 Ledger S, Merga MK, 'Reading aloud: Children's attitudes toward being read to at home and at school', Australian Journal of Teacher Education, 43 124-139 (2018)

Whilst there exists a plethora of research about the benefits of reading aloud on children's literacy development and a range of government reports highlighting the positive ... [more]

Whilst there exists a plethora of research about the benefits of reading aloud on children's literacy development and a range of government reports highlighting the positive investment return on early intervention strategies such as reading aloud, most literature is presented from an adult perspective. Limited research exists on children's attitudes toward being read to at home or school or the frequency of reading aloud practices that occur within these contexts. This mixed method study examines reading aloud practices in schools (N=21) and homes (N=220). It captures the attitude toward reading aloud practices from the viewpoint of 220 children aged between 6-12 years of age (Grade 1-6) across a representative range of diverse school contexts in Western Australian. The findings identify specific reading aloud practices, patterns of frequency and perceived barriers to reading aloud in the classroom and at home. The study provides support for the practice of reading aloud to be continued past the period of acquisition and independent reading. It raises concern about the low frequency of reading aloud practices at home and school and the early signs of a literacy. It also highlights the limited attention to affective domains of reading that occur in schools.

DOI 10.14221/ajte.2018v43n3.8
Citations Scopus - 16
2018 Ledger S, Vidovich L, 'Australian teacher education policy in action: The case of pre-service internships', Australian Journal of Teacher Education, 43 11-29 (2018)

Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the... [more]

Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the variance available in terms of structure, length of time and purpose. However, little research on teacher internships has been reported within a policy context. This study employs a modified 'policy trajectory' framework to capture the impact of teacher internship models emerging from policy reform in Australia driven by the National Partnership Agreement on Improving Teacher Quality Program (NPTQ). It highlights how policy contexts and practices are inextricably interconnected and influenced by key policy 'threads' related to people, philosophy, place, processes and power (5Ps). Significant benefits of internships are revealed. Variations in resourcing, influence and local conditions evidence enactment of NPTQ resulted in uneven and potentially inequitable outcomes. The authors call for more research, transparency and enhanced accountability for government investment for internships.

DOI 10.14221/ajte.2018v43n7.2
Citations Scopus - 9
2018 Dickson A, Perry LB, Ledger S, 'Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature', Journal of Research in International Education, 17 240-261 (2018)

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and lea... [more]

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders¿ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

DOI 10.1177/1475240918815801
Citations Scopus - 11
2018 Merga MK, Ledger S, 'Parents' views on reading aloud to their children: Beyond the early years', Australian Journal of Language and Literacy, 41 177-189 (2018)

While children benefit from exposure to reading aloud at home, relatively little is known about parents' perceptions of the practice. Reading aloud supports development of a ... [more]

While children benefit from exposure to reading aloud at home, relatively little is known about parents' perceptions of the practice. Reading aloud supports development of a range of reading and cognitive skills, provides a valuable opportunity for focused interaction between parents and children, and enhances children's attitudes toward reading. This paper reports on data from the mixed-methods 2016 Western Australian Study in Reading Aloud collected from consenting parents at 14 primary schools. Findings explore frequency of reading aloud to children at home, parental attitudes toward the practice, duration of reading sessions, and perceived barriers to reading aloud. Findings give educators insight into the home literacy learning context, as well as illustrating the barriers contemporary families perceive in supporting their children's literacy development at home.

Citations Scopus - 3
2017 Dickson A, Perry LB, Ledger S, 'How accessible is IB schooling? Evidence from Australia', Journal of Research in International Education, 16 65-79 (2017) [C1]

This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB pr... [more]

This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.

DOI 10.1177/1475240917696037
Citations Scopus - 15
2017 Sproul J, MacCallum J, Ledger S, 'Screens and teens with migraines: visually sensitive learners in contemporary digital classrooms', DISABILITY & SOCIETY, 32 1275-1279 (2017)
DOI 10.1080/09687599.2017.1330455
Citations Scopus - 1Web of Science - 1
2015 Ledger S, Vidovich L, O Donoghue T, 'International and Remote Schooling: Global to Local Curriculum Policy Dynamics in Indonesia', Asia-Pacific Education Researcher, 24 695-703 (2015)

The present paper fills a void in the literature by focusing on curriculum policy processes in schools that are both remote and international. It is based on an analysis of the co... [more]

The present paper fills a void in the literature by focusing on curriculum policy processes in schools that are both remote and international. It is based on an analysis of the complex interrelationships between international and remote education; between ¿the global¿ and ¿the local¿. It maps the dynamics of curriculum policy processes in three remote international schools in Indonesia and their journey in adopting the International Baccalaureate Primary Years Program (IBPYP). Whilst the study reported was primarily focused on how teachers made meaning of the IBPYP and the micro-politics involved, the significance of accelerating globalization required an examination of accompanying national, regional and global influences embedded in the complex curriculum policy processes. The concept of a ¿policy trajectory¿ provided a framework for the research. After analysis of findings, a model was constructed to capture the dynamics of curriculum policy processes along the entire trajectory from global to local levels.

DOI 10.1007/s40299-014-0222-1
Citations Scopus - 11Web of Science - 7
Show 26 more journal articles

Conference (4 outputs)

Year Citation Altmetrics Link
2019 Ledger S, 'Simulation in Higher Education: Choice, Challenges and Changing Practice', Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019), Surabaya, Indonesia (2019) [E1]
DOI 10.2991/icei-19.2019.91
2019 Whipp PR, Ledger S, Geagea A, 'ITE non-academic entry evaluation using SimLab', ASCILITE 2019 - Conference Proceedings - 36th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Personalised Learning. Diverse Goals. One Heart. (2019)

Murdoch University requires all Initial Teacher Education (ITE) candidates to respond to a 5-minute SimLab interaction with the aim of teaching a topic of choice, learning somethi... [more]

Murdoch University requires all Initial Teacher Education (ITE) candidates to respond to a 5-minute SimLab interaction with the aim of teaching a topic of choice, learning something about each avatar and concluding, by asking questions to confirm understanding of the information discussed. A rubric, addressing 4-criteria, is used to evaluate student success. A demonstration of SimLab and preliminary research data that explores the effectiveness and predictive validity of simulation as an on-entry performance assessment are the foci of this work.

2015 Van Vooren C, Bueno Villaverde A, Steffen V, Chun L, Ledger S, 'GLOBAL RESEARCH ENGAGEMENT: A CASE STUDY', INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, Madrid, SPAIN (2015)
2012 Broadley T, Ledger S, 'An online community designed to support future makers in educational reform', ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education (2012)

Australian education is undergoing national reform at many levels. The school sector, where preservice teachers will be employed, are adjusting to the demands of the National Curr... [more]

Australian education is undergoing national reform at many levels. The school sector, where preservice teachers will be employed, are adjusting to the demands of the National Curriculum and improving teacher quality through the National Professional Standards for Teachers. In addition, the university sector, where pre-service teachers are prepared, is undergoing its own education reform through the introduction of a demand-driven system and ensuring quality for tertiary education interns through the Higher Education Standards Framework. In moving to prepare preservice teachers for the school system; universities are grappling with the double-barreled approach to teacher quality; quality within the university course and quality within the student teachers being prepared. Through a collaborative partnership including university lecturers, Department of Education central administration staff, school principals, school coordinators, practicum supervisors, mentor teachers and pre-service teachers; the stakeholders have formed an online community of learners engaging in reflective practice who are committed to improving teacher quality. This online community not only links the key stakeholders within the project, it facilitates the nexus between theory and practice often missing in our pre-service teacher placements. This paper reports preliminary data about an initiative to ensure final year pre-service teachers are aspiring to meet the graduate professional standards through the use of an innovative online community.

Citations Scopus - 2
Show 1 more conference

Report (1 outputs)

Year Citation Altmetrics Link
2022 Sharp H, Miller A, Ledger S, Birch R, Ritchie D, 'A systematic literature review of decodable and levelled reading books', Cengage Learning Australia, 58 (2022)
Co-authors Andrew Miller, Rachel Birch, Heather Sharp
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Grants and Funding

Summary

Number of grants 7
Total funding $1,579,908

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


20214 grants / $867,908

Speculative social science fiction of digitalisation of higher education: towards a humanised digital future?$738,413

Funding body: Academy of Finland

Funding body Academy of Finland
Project Team

Juha Souranta, Marko Teras, Hanna Teras (Tempere Finland) Felicitas Macgilchrist (Germany), Paul Prinsillo (South Africa), Peter Jandric (Croatia)

Scheme Centre of Excellence
Role Investigator
Funding Start 2021
Funding Finish 2025
GNo
Type Of Funding International - Competitive
Category 3IFA
UON N

NSW Education Waratah Scholarships $100,000

Funding body: NSW Department of Education

Funding body NSW Department of Education
Project Team Professor Susan Ledger, Professor Susan Ledger
Scheme NSW Education Waratah Scholarships
Role Lead
Funding Start 2021
Funding Finish 2024
GNo G2100024
Type Of Funding C2400 – Aust StateTerritoryLocal – Other
Category 2400
UON Y

Mixed Reality Learning Environment Lab: Interdisciplinary & International Research in Higher Education$20,000

Funding body: College of Human and Social Futures | University of Newcastle

Funding body College of Human and Social Futures | University of Newcastle
Scheme CHSF - Equipment and Infrastructure
Role Lead
Funding Start 2021
Funding Finish 2021
GNo
Type Of Funding Internal
Category INTE
UON N

Writing for all: Studying the development of handwriting and keyboarding skills in the Early Years$9,495

Funding body: Ian Potter Foundation

Funding body Ian Potter Foundation
Project Team Professor Susan Ledger, Anabela Malpique
Scheme Education
Role Lead
Funding Start 2021
Funding Finish 2023
GNo G2101164
Type Of Funding C3200 – Aust Not-for Profit
Category 3200
UON Y

20202 grants / $697,000

LEAP program: Science, Math, English, retraining$500,000

Funding body: Murdoch University

Funding body Murdoch University
Scheme Teaching and Learning Grant
Role Lead
Funding Start 2020
Funding Finish 2021
GNo
Type Of Funding Internal
Category INTE
UON N

Writing For All: Studying the development of writing and keyboard skills in the early years$197,000

Funding body: Ian Potter Foundation

Funding body Ian Potter Foundation
Project Team

Malpique, Merga, Pino Pasternak, Ledger

Scheme Education
Role Investigator
Funding Start 2020
Funding Finish 2023
GNo
Type Of Funding C1700 - Aust Competitive - Other
Category 1700
UON N

20191 grants / $15,000

SHEE Small Research Grant: Pain Simulation$15,000

Funding body: Murdoch University

Funding body Murdoch University
Scheme Unknown
Role Lead
Funding Start 2019
Funding Finish 2021
GNo
Type Of Funding Internal
Category INTE
UON N
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Research Supervision

Number of supervisions

Completed7
Current14

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2022 PhD Service-learning in IB Schools: Building a Bridge to Culturally Connected Communities PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2022 PhD Transforming the Conventional Teachers’ Professional Development Program (TPD) into the New TPD’s Model through the Integration of ICT to Enhance Teachers’ Professionalism in Aceh Province, Indonesia PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2022 PhD The Woman Leadership Journey Within an International Schools Context PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2022 Masters Among the Students with Giftedness, How are Students with Giftedness and a Learning Disability Identified? M Philosophy (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
2022 PhD Developing simulation pathways: the potential of new educational models in post compulsory education to meet emergent technocentric industrial needs for the simulation workforce. PhD (Information Technology), College of Engineering, Science and Environment, The University of Newcastle Co-Supervisor
2021 PhD Developing Policies for Twice-exceptional students in Saudi Arabia PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
2021 PhD The Best Sustainable Inclusive Practices for Vanuatu Schools in Educating Students with Disabilities PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
2021 PhD What are the Unwritten Expectations That Rural Communities Hold Regarding the Role of Their Local Combined Sector Principal? PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2021 Masters How is Positive Education Most Effectively Delivered in Schools? M Philosophy (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2020 Masters Time to move on: Internships, career progression and retention of early-career teachers Education, Murdoch University Co-Supervisor
2019 PhD Investigating English Students' Teacher Difficulties in Conducting Pre-Service Teaching - A Study in State Islamic Higher Institutions in Indonesia PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2019 PhD The Impact of Mixed Reality Learning Environments on the Preparation of Preservice Early Childhood Teachers PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
2019 PhD What are children's' perspectives of themselves as learners in a virtual world? (Minecraft gameplay) Education, Murdoch University Co-Supervisor
2019 PhD Culturally Based English Language Teaching Strategies for Islamic Higher Education in Indonesia PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2021 PhD Afrikaans immigrant students in WA: Ethnic identify and educational experiences Education, Murdoch University Principal Supervisor
2020 Masters Alumni perspectives of elite education: Was it worth it? Education, Murdoch University Co-Supervisor
2020 PhD Visual light hypersensitivity, classroom digital media and inclusive pedagogy: Untangling the maze Education, Murdoch University Co-Supervisor
2019 Masters English teachers and the Asia Literacy Priority: Is it really a priority? Education, Murdoch University Principal Supervisor
2019 Professional Doctorate International Baccalaureate’s Middle Years Programme: Liberation or suffocation? Education, Murdoch University Co-Supervisor
2017 PhD Transforming Mathematic Problems in Indonesian Primary schools by embedding Islamic and Indonesian Contexts Education, Murdoch University Co-Supervisor
2016 PhD Integrating Ethics into Mathematics Education: A philosophical auto-ethnographic inquiry into Indonesian Mathematics Education Education, Murdoch University Co-Supervisor
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Research Projects

Simulation in Teacher Education 2020 -

ARC Discovery Grant working with Murdoch, UNE, University of Central Florida, UWA.


12 Month Internships 2011 -

National Quality Teaching and School Partnership Funding (2011) designed, delivered, reviewed, remodelled and continually improved the 12month internship program for ongoing sustainability. 


Alliance of International Education - Australian Chapter 2019 -

Lead the development of an Australian Chapter for the Alliance of International Education


Preparing PSTs for Rural and Remote Contexts - Mexico, Australia, Sth Africa 2018 -

Joint research program with Witssatersrand University South Africa, Universidad Nacional Autonoma de Mexico


NSWCDE & NESA Innovative Approaches to ITE and Professional Experience Working Group 2021 -

NSWCDE & NESA Working Party to explore and promote innovative approaches to ITE and Professional Experience


Writing for All: Handwriting and Keyboarding skills in the Early Years 2020 -

A joint project led by Anabela Malpique (Murdoch) and including Margaret Merga (ECE), Debro Pino-Pasternak (UniCanberra) and Susan Ledger (Newcastle)


Simulation and Quality Teaching in Indonesia 2021 -

Newcastle SoEd  UniSurabaya and East Indonesian Consortia of Teacher Education programsexploring ways of including simulation and quality teaching in programs and associated research.


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Professor Susan Ledger

Position

Head of School
Education
School of Education
College of Human and Social Futures

Contact Details

Email susan.ledger@newcastle.edu.au
Phone (02) 49212066
Mobile 0408080051

Office

Room VG24
Building V Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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