Dr Suzanne Macqueen
Senior Lecturer
School of Education
- Email:suzanne.macqueen@newcastle.edu.au
- Phone:(02) 4921 5698
Career Summary
Biography
Suzanne Macqueen is a Senior Lecturer in the School of Education at the University of Newcastle. Originally trained as a Primary teacher, she now teaches courses in the areas of social studies curriculum, literacy, quality teaching and professional preparation including classroom management.
Higher Degrees by Research
Suzanne completed her PhD at the University of Queensland on the topic of non-traditional student experiences in higher education. Her thesis was a longitudinal study using narrative inquiry and Bourdieu’s thinking tools of habitus, capital and field. Prior to that, she completed a Master of Education (Research) on the topic of between-class achievement grouping for literacy and numeracy classes in primary schools, and has a number of publications on that research.
Collaborations
Suzanne is a member of the Global Education Research and Teaching (GERT) team which focuses on the promotion of and research into teaching for the development of global citizenship. She has also been the recipient, with various colleagues, of a number of grants to study issues around the equity implications of widening participation, focusing on students who are first-in-family to attend university, with numerous publications arising from these studies.
Suzanne is currently involved in an international study with colleagues from 10 countries regarding assessment of preservice teacher Global Competencies. She is also collaborating with scholars from other Australian universities to research the use of grouping strategies in Australian schools.
Publications and Awards
Suzanne’s work has been presented at Australian research conferences as well as at BERA (London, 2011; Manchester 2019), ECER (Hamburg, 2019) and UK universities. She has published numerous journal articles, book chapters, and has edited a book. She was awarded the University of Newcastle Faculty of Education and Arts (FEDUA) RHD student publication prize (2010) for a strong and substantial publication, the FEDUA Excellence in Teaching Award (2009) for Teaching, a VC Citation for Outstanding Contributions to Student Learning (2010) and a BERA ECR award (2019). With fellow GERT members she received the FEDUA Teaching Excellence Award (2014). Suzanne was awarded a Women in Research Fellowship by the University in 2022 to progress her research. She has authored 20 journal articles and 6 book chapters.
Qualifications
- Doctor of Philosophy, University of Queensland
- Graduate Certificate Practice of Tertiary Teaching, University of Newcastle
- Master of Education, University of Newcastle
Keywords
- Behaviour management
- Bourdieu
- Equity in Education
- Global Education
- Grouping of students
- Higher Education
- Initial Teacher Education
- Narrative inquiry
- Primary English
- Primary education
- Primary social studies
- Primary teacher training
- Professional experience
- Teacher education
- Widening Participation
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390307 | Teacher education and professional development of educators | 20 |
| 390203 | Sociology of education | 50 |
| 390102 | Curriculum and pedagogy theory and development | 30 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Senior Lecturer | University of Newcastle School of Education Australia |
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/1/2011 - 1/1/2018 | Lecturer | School of Education, The University of Newcastle Australia |
| 1/1/2007 - 1/12/2010 | Associate Lecturer | University of Newcastle School of Education Australia |
Professional appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/10/1997 - 1/12/2006 | Teacher | NSW Department of Education and Training Casual Teacher at various schools |
Awards
Award
| Year | Award |
|---|---|
| 2019 |
British Educational Research Conference ECR Presentation Award British Education Research Association (BERA) |
| 2014 |
Teaching Excellence Award University of Newcastle Faculty of Education |
| 2010 |
Vice-Chancellor's Citation for Outstanding Contributions to Student Learning University of Newcastle |
| 2010 |
Award for Teaching Excellence University of Newcastle Faculty of Education and Arts |
Distinction
| Year | Award |
|---|---|
| 2021 |
Featured Expert Academic Network on Global Learning and Education (ANGEL) |
Research Award
| Year | Award |
|---|---|
| 2010 |
Research Higher Degree Student Publication Award University of Newcastle Faculty of Education and Arts |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (2 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2015 |
Reynolds R, Bradbery D, Brown J, Carroll K, Donnelly D, Ferguson-Patrick K, Macqueen S, Contesting and constructing international perspectives in global education (2015) [A3] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked internationa... [more] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked international educators in different contexts to indicate how their own experience of global education addresses the broad and contested concepts associated with this notion. Following the lead of the internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia, perspectives were provided on a wide variety of contexts including tertiary education, and teacher education; various pedagogies for global education, including digital pedagogies; and curriculum development at school, tertiary and community levels. Contesting and Constructing International Perspectives in Global Education explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. The book is divided into five sections, Temporal and Spatial Views of Global Education; Telling National Stories of Global Education; Empowering Citizens for Global Education; Deconstructing Global Education; and Transforming Curricula for Global Education. It is envisaged as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time.
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| 2015 |
Reynolds R, Bradbery D, Brown J, Carroll K, Donnelly D, Ferguson-Patrick K, Macqueen S, Contesting and constructing international perspectives in global education (2015) [A3] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked internationa... [more] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked international educators in different contexts to indicate how their own experience of global education addresses the broad and contested concepts associated with this notion. Following the lead of the internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia, perspectives were provided on a wide variety of contexts including tertiary education, and teacher education; various pedagogies for global education, including digital pedagogies; and curriculum development at school, tertiary and community levels. Contesting and Constructing International Perspectives in Global Education explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. The book is divided into five sections, Temporal and Spatial Views of Global Education; Telling National Stories of Global Education; Empowering Citizens for Global Education; Deconstructing Global Education; and Transforming Curricula for Global Education. It is envisaged as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time.
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Chapter (6 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2020 |
Reynolds R, MacQueen S, Ferguson-Patrick S, 'Teacher educators and pre-service teachers work towards knowledge integration. Making authentic links in classroom pedagogy', International Perspectives on Knowledge Integration. Theory, Research, and Good Practice in Pre-service Teacher and Higher Education, Koninklijke Brill NV, Leiden, Netherlands 389-401 (2020) [B1]
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| 2018 |
Ferguson-Patrick SK, Reynolds R, MacQueen S, 'The 4Cs of Global Education for Teacher Education Students: Culture, Confidence, Context, and Crowded Curriculum', The Globalisation of Higher Education Developing Internationalised Education Research and Practice, Palgrave Macmillan, Australia 427-445 (2018) [B1]
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| 2017 |
Reynolds RM, Macqueen S, ferguson-patrick K, '"Players in the World": Action for Intercultural Competence in Classroom Pedagogy', Educating for the 21st Century. Perspectives, Policies and Practices from around the World., Springer, Singapore, Singapore 47-72 (2017) [B1]
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| 2015 |
Macqueen S, Ferguson-Patrick, 'Where s the Action in Global Education? Employing Global
Education for Lasting Change through Teacher Education', Contesting and Constructing International Perspectives in Global Education, Sense Publishers, Rotterdam 115-124 (2015) [B1]
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| 2015 |
Reynolds RM, Bradbery D, Brown J, Donnelly D, Ferguson-Patrick K, Macqueen S, Ross A, 'A Values-based Pedagogical Stance: Teaching Teachers for Global Education in Australia', The State of Global Education: Learning with the World and its People, Routledge, New York 174-188 (2015) [B1]
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| 2015 |
Reynolds RM, Brown J, Carroll K, Donnelly D, Ferguson-Patrick, Macqueen S, Bradbery D, 'Introduction: Interpreting Global Education', Contesting and Constructing International Perspectives in Global Education, Sense Publishers, Rotterdam 1-7 (2015) [B2]
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Journal article (22 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2024 |
Johnston O, Spooner-Lane R, Zhang W, Macqueen S, Spina N, 'The Equity of Class Ability Grouping Practices in Australian Education: Findings from a Survey in Western Australia and Queensland', Asia-Pacific Education Researcher, (2024) [C1] Grouping students into separate classes according to their ¿ability¿ is an inequitable practice that does not, overall, improve academic outcomes. Research has continued to show t... [more] Grouping students into separate classes according to their ¿ability¿ is an inequitable practice that does not, overall, improve academic outcomes. Research has continued to show that class ability grouping widens the educational gap between students from disadvantaged and privileged backgrounds. PISA data analysis suggests that class ability grouping continues to be used in Australian schools, at least in Year 10. However, no research has characterized the existing class ability grouping practices being used in secondary schools from Years 7 to 9. The findings reported in this paper add quantitative evidence to the literature, showing that students are experiencing different class ability grouping practices according to their year group, subjects, and locations. An across-state survey about class ability grouping was conducted with respondents from 143 schools providing data about the schools¿ class ability grouping practices. The findings reveal variations in how class grouping practices are used by schools in Australia that have been not captured in other research: Class ability grouping was activated differently in different schools, increased as students¿ year levels increased, was most prevalent in Maths and English, and was used more extensively in Western Australia than in Queensland. The findings use descriptive statistics to show that students in Australia are experiencing different grouping practices, with discussion of how some practices are more inequitable than others. This raises questions about how the varied forms of class ability grouping that are being employed are contributing to educational inequalities in Australia and how future research can address this problem.
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| 2023 |
Parmigiani D, Nir AB, Ferguson-Patrick K, Baruch AF, Heddy E, Impedovo MA, et al., 'Assessing the development of global competence in teacher education programmes: internal consistency and reliability of a set of rubrics', HIGHER EDUCATION PEDAGOGIES, 8 (2023) [C1]
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| 2023 |
Macqueen S, Southgate E, Scevak J, 'Supporting students from equity groups: experiences of staff and considerations for institutions', STUDIES IN HIGHER EDUCATION, 48 356-367 (2023) [C1]
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| 2021 |
Macqueen S, Patterson C, 'Reflexivity in a longitudinal narrative inquiry: in pursuit of clarity of interpretations', INTERNATIONAL JOURNAL OF RESEARCH & METHOD IN EDUCATION, 44 125-134 (2021) [C1]
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| 2021 |
Patterson C, Macqueen S, 'Drawing on two methodological approaches: A collaborative approach to interview interpretation', Issues in Educational Research, 31 188-203 (2021) [C1] Explicating interview approaches is significant for education research in understanding how the nuances of meaning from personal narratives uncover challenges and opportunities fo... [more] Explicating interview approaches is significant for education research in understanding how the nuances of meaning from personal narratives uncover challenges and opportunities for investigating the lived experience across contexts. This paper considers interview approaches that focus on the reflexivity and meaning-making possible over a longitudinal timeframe for researcher and interviewee. Two methodological frameworks enabled a narrative oral history interview and a phenomenological lifeworld interview to establish variation in individual meaning-making, whilst eliciting understandings of shared social phenomena. We elucidate examples shared from the experience of teachers deemed as expert and interrogate the deliberations taken throughout a three-interview process. Reflexivity and the researcher¿s attendance to language, timing and open-ended prompting are some techniques considered for clarifying meaning in a small-scale Australian study. We argue that interrogating interview approaches for accessing deeper meaning-making of teacher professional learning further develops our understanding of interviewer-interviewee dynamics and the application of analytical frames.
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| 2021 |
Budiarti M, MacQueen S, Reynolds R, Ferguson-Patrick K, 'Global Project-Based Learning as an Approach to Teaching the 4Cs in Schools', Journal of International Social Studies, 11 33-62 (2021) [C1]
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| 2020 |
Ferguson-Patrick S, Reynolds R, MacQueen S, 'Investigating the Cultural Competence of Preservice Teachers: Comparisons and Considerations', Journal of International Social Studies, 10 113-137 (2020) [C1]
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| 2020 |
Reynolds R, Macqueen S, Ferguson-Patrick K, 'Active citizenship in a global world: opportunities in the Australian Curriculum', Curriculum Perspectives, 40 63-73 (2020) [C1] The Australian Curriculum (ACARA 2017) was born out of the Melbourne Declaration of 2008 which urged the need to teach ¿active and informed¿ citizens. However, in the primary scho... [more] The Australian Curriculum (ACARA 2017) was born out of the Melbourne Declaration of 2008 which urged the need to teach ¿active and informed¿ citizens. However, in the primary school area of the curriculum, examples of active citizenship, and especially active citizenship in a global world, are not easily found. This article exposes some of the complexities of espousing active global citizenship, and then interrogates the primary school Australian Curriculum documents in Humanities and Social Sciences (HASS), English, and Science to find instances of guidance for teachers in promoting these ideas. It was found that learning ¿about¿ active citizenship was an opportunity explored in the curriculum documents much more often than learning ¿to be¿ active citizens. If our younger citizens are indeed seen as requiring an active globally oriented citizenship education in our schools, surely our key curriculum documents should lead this focus by providing real opportunities for teachers to engage in it.
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| 2020 |
Douglas HE, Rubin J, Scevak J, Southgate E, MacQueen S, Richardson JTE, 'Older women, deeper learning: Age and gender interact to predict learning approach and academic achievement at university.', Frontiers in Education, 5 (2020) [C1]
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| 2019 |
Reynolds R, MacQueen S, Ferguson-Patrick K, 'Educating for global citizenship: Australia as a case study', International Journal of Development Education and Global Learning, 11 103-119 (2019) [C1]
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| 2018 | MacQueen S, 'Family and social capital for the success of non-traditional students in Higher Education', International Studies in Widening articipation, 5 37-50 (2018) [C1] | Nova | |||||||||
| 2018 |
Ferguson-Patrick SK, Reynolds RM, MacQueen SE, 'Integrating curriculum: a case study of teaching Global Education.', European Journal of Teacher Education,, 41 187-201 (2018) [C1]
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| 2018 |
Rubin JM, Scevak J, Southgate E, Macqueen S, Williams P, Douglas H, 'Older women, deeper learning, and greater satisfaction at university: Age and gender predict university students learning approach and degree satisfaction.', Journal of Diversity in Higher Education, 11 82-96 (2018) [C1]
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| 2014 |
Ferguson Patrick K, MacQueen S, Reynolds R, 'Pre-service teacher perspectives on the importance of global education: World and classroom views', Teachers and Teaching: Theory and Practice, 20 470-482 (2014) [C1] In an era of international multimedia exposure and a global economy, there is no question that global education (GE) must be part of the school curriculum. Effective delivery of G... [more] In an era of international multimedia exposure and a global economy, there is no question that global education (GE) must be part of the school curriculum. Effective delivery of GE is reliant on adequate teacher preparation. A group of teacher educators at one University sought to raise the profile of GE with pre-service teachers through the integration of global perspectives in various courses. This paper explores pre-service teacher perceptions of the importance of GE and their learning as a result of this emphasis. Additionally, pre-service teacher preferences for further learning about GE are examined. It is apparent that pre-service teachers are interested in GE, especially in terms of how they can incorporate it in their teaching and, with exposure over a number of semesters student understandings develop, creating better prepared teachers of GE. Not surprisingly, these students were primarily focused on their future classroom practices rather than their role in the world more generally. Additionally, it was clearly evident that unique GE approaches were linked to specific teaching disciplines, an indication that GE continues to be a difficult concept to incorporate without explicit guidance for integration, something not always easy in a university setting. © 2014 Taylor and Francis.
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| 2014 |
Southgate E, Douglas H, Scevak J, MacQueen S, Rubin JM, Lindell C, 'The academic outcomes of first-in-family in an Australian university: An exploratory study.', International Studies in Widening Participation, 1 31-45 (2014) [C1]
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| 2013 |
Macqueen SE, 'Grouping for inequity', INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, 17 295-309 (2013) [C1]
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| 2013 |
Reynolds R, Brown JR, Donnelly D, Bradbery D, Ferguson-Patrick, Macqueen S, 'Teaching Global Education: Lessons Learned for Classroom Teachers', Ethos, 21 18-22 (2013) [C2]
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| 2012 |
MacQueen SE, 'Academic outcomes from between-class achievement grouping: The Australian primary context', Australian Educational Researcher, 39 59-73 (2012) [C1]
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| 2010 |
MacQueen SE, 'Primary teacher attitudes in achievement-based literacy classes', Issues in Educational Research, 20 118-136 (2010) [C1]
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| 2009 | MacQueen SE, 'Preservice teaching and values education: Achieving authenticity', The Social Educator, 27 16-22 (2009) [C1] | Nova | |||||||||
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Conference (16 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2014 |
Reynolds RM, Bradbery D, Brown J, Donnelly D, Ferguson Patrick K, Macqueen S, 'Building a Global Education perspective in teacher education', Abstracts. Pacific Circle Consortium Conference, Sydney (2014) [E3]
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| 2012 |
Ferguson-Patrick SK, MacQueen SE, Reynolds RM, 'Global education in teacher education programs: Views from pre-service teachers', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E1]
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| 2012 | MacQueen SE, 'Studying the experiences of non-traditional students in teacher education', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E1] | Nova | |||
| 2012 |
Reynolds RM, Brown JR, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, MacQueen SE, 'Globalizing teacher training: Embedding global education perspectives in multi-disciplinary pre-service teacher programs', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E1]
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| 2012 |
MacQueen SE, Southgate EL, Scevak JJ, Clement ND, 'It's HEPPP to be fair! Approaches to supporting the learning and well-being of low SES students in higher education', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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| 2011 | MacQueen SE, 'Implications of widening participation for teacher education', BERA Annual Conference. Abstracts., London (2011) [E3] | ||||
| 2011 |
MacQueen SE, Ferguson-Patrick SK, Bradbery DR, Donnelly DJ, McLeod JC, Reynolds RM, 'Integrating global education with teacher education', BERA Annual Conference. Final Programme, London (2011) [E3]
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| 2010 | MacQueen SE, 'School organisation of students: What does it teach about social justice?', Learning for Life: Sustainability, Global Citizenship and Social Justice. SEAA Biennial Conference with SASOSE Annual Conference. Paper Sessions - Full Abstracts, Adelaide, SA (2010) [E3] | ||||
| 2010 |
Reynolds RM, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, MacQueen SE, McLeod JC, 'Global education in teacher education - reflections on initiatives across programs in one university', Paper presented at National Council for the Social Studies conference, Denver, CO (2010) [E3]
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| 2010 |
Reynolds RM, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, MacQueen SE, McLeod JC, 'Teaching global education - individual stories of working the politics of teacher education', Paper presented to Collaborative Action Research Network conference, Cambridge, UK (2010) [E3]
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| 2010 |
Ferguson-Patrick SK, Bradbery DR, Donnelly DJ, MacQueen SE, McLeod JC, Reynolds RM, 'Global Education with pre-service primary teachers: an integrated approach', Paper presented to the Enhancing Learning Experiences in Higher Education: International Conference, Hong Kong (2010) [E3]
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| 2010 | MacQueen SE, 'Teachers as practitioners and professionals', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3] | ||||
| 2010 |
MacQueen SE, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, McLeod JC, Reynolds RM, 'Integrating for global education with preservice teachers', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3]
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| 2009 | MacQueen SE, 'Grouping primary students by achievement for literacy and numeracy instruction: Who wins?', National Conference for Teachers of English and Literacy: Bridging Divides: Non-Refereed Papers, Hobart, TAS (2009) [E2] | Nova | |||
| 2009 | MacQueen SE, 'Between-class achievement grouping for literacy and numeracy: Academic outcomes for primary students', AARE 2008 Conference Papers Collection: Proceedings, Brisbane, QLD (2009) [E2] | Nova | |||
| 2008 | MacQueen SE, 'Values education through authentic integration: An example', SEAA Conference Proceedings, Newcastle, NSW (2008) [E1] | Nova | |||
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Report (2 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2022 |
Bennett A, MacQueen S, 'Success from the perspective of the successful: equity, success and completion in higher education', DESE (2022)
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| 2015 |
Scevak J, Southgate E, Rubin, Macqueen S, Douglas H, Williams P, Southgate EL, 'Equity Groups and Predictors of Academic Success in Higher Education.', National Centre for Student Equity in Higher Education (NCSEHE) Curtin University, 19 (2015) [R1]
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Thesis / Dissertation (2 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2018 | MacQueen S, Narratives from Non-traditional Students in Higher Education, University of Queensland (2018) | ||
| 2009 | MacQueen S, THE EFFECTS OF REGROUPING STUDENTS FOR LITERACY AND NUMERACY IN PRIMARY SCHOOLS, University of Newcastle (2009) |
Grants and Funding
Summary
| Number of grants | 19 |
|---|---|
| Total funding | $904,354 |
Click on a grant title below to expand the full details for that specific grant.
20231 grants / $9,971
Equity in WIL: accessibility for mature female students$9,971
Funding body: College of Human and Social Futures | University of Newcastle
| Funding body | College of Human and Social Futures | University of Newcastle |
|---|---|
| Project Team | Suzanne MacQueen (Lead) Kate Ferguson-Patrick (Co-Investigator) Katie Waters (Co-Investigator) |
| Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
| Role | Lead |
| Funding Start | 2023 |
| Funding Finish | 2023 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20211 grants / $30,000
2022 Women in Research Fellowship$30,000
Funding body: Research and Innovation Services, The University of Newcastle
| Funding body | Research and Innovation Services, The University of Newcastle |
|---|---|
| Project Team | Dr Suzanne Macqueen |
| Scheme | Women in Research Fellowships |
| Role | Lead |
| Funding Start | 2021 |
| Funding Finish | 2022 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20201 grants / $4,977
The impact of life events on Higher Education students from diverse background$4,977
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Scheme | Strategic Network and Pilot Project Grants Scheme |
| Role | Lead |
| Funding Start | 2020 |
| Funding Finish | 2020 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20191 grants / $235,737
Success from the Perspective of the Successful: Low SES Students, Success and Completion in Higher Education$235,737
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Project Team | Professor Penny Jane Burke, Doctor Olivia Evans, Associate Professor Anna Bennett, Professor Sarah O'Shea, Mrs Kristen Allen, Associate Professor Nida Denson, Nida Denson, Professor Peter Howley, Doctor Suzanne Macqueen, Dr Carmen Mills, Carmen Mills, Dr Ryan Naylor, Ryan Naylor, Associate Professor Maria Raciti, Ms Olivia Evans, Maria Raciti, Aprof MARK Rubin |
| Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2022 |
| GNo | G1900344 |
| Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
| Category | 2100 |
| UON | Y |
20181 grants / $1,000
AARE, Sydney, 1 - 5 December 2018$1,000
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Scheme | FEDUA Conference Travel Grant |
| Role | Lead |
| Funding Start | 2018 |
| Funding Finish | 2018 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20171 grants / $5,454
Future Teaching$5,454
Funding body: Kambala Public School
| Funding body | Kambala Public School |
|---|---|
| Project Team | Associate Professor Ruth Reynolds, Mrs Deborah Bradbery, Doctor Jo Brown, Associate Professor Debra Donnelly, Doctor Kate Ferguson-Patrick, Doctor Suzanne Macqueen |
| Scheme | Research Grant |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Finish | 2017 |
| GNo | G1701031 |
| Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
| Category | 2400 |
| UON | Y |
20151 grants / $1,000
Australian Association for Research Education, AARE 2015 Conference, University of Notre Dame, Fremantle, WA, 29 November - 3 December 2015$1,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Doctor Suzanne Macqueen |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | G1500963 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20143 grants / $83,687
Equity groups and predictors of academic success in higher education.$54,700
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
| Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
|---|---|
| Project Team | Doctor Jill Scevak, Associate Professor Erica Southgate, Doctor Suzanne Macqueen, Aprof MARK Rubin, Dr Heather Douglas |
| Scheme | Research Grants Program |
| Role | Investigator |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | G1400235 |
| Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
| Category | 2100 |
| UON | Y |
Project to assess intercultural competency in preservice and in service teachers$27,987
Funding body: Professional Teachers Council of NSW
| Funding body | Professional Teachers Council of NSW |
|---|---|
| Project Team | Associate Professor Ruth Reynolds, Mrs Deborah Bradbery, Doctor Jo Brown, Associate Professor Debra Donnelly, Doctor Kate Ferguson-Patrick, Doctor Suzanne Macqueen |
| Scheme | Global Education Project NSW |
| Role | Investigator |
| Funding Start | 2014 |
| Funding Finish | 2015 |
| GNo | G1400717 |
| Type Of Funding | Other Public Sector - Commonwealth |
| Category | 2OPC |
| UON | Y |
AARE-NZARE 2014, Brisbane Australia, 30 - 4 December 2014.$1,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Doctor Suzanne Macqueen |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | G1401011 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20132 grants / $150,750
Swimming with Seahorses academic literacy and achievement project$150,000
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Erica Southgate, Suzanne Macqueen, Jill Scevak, Debbie Bradbery |
| Scheme | UoN internal grant from the HEPP scheme |
| Role | Investigator |
| Funding Start | 2013 |
| Funding Finish | 2013 |
| GNo | |
| Type Of Funding | Other Public Sector - Local |
| Category | 2OPL |
| UON | N |
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 | Doctor Suzanne Macqueen |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2013 |
| Funding Finish | 2013 |
| GNo | G1301028 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20121 grants / $250,000
Swimming with Seahorses: An integrated approach to supporting the learning and well-being of students from low socio-economic backgrounds$250,000
Funding body: UoN Equity and Diversity Unit via HEPP
| Funding body | UoN Equity and Diversity Unit via HEPP |
|---|---|
| Project Team | Erica Southgate, Suzanne Macqueen, and 34 UoN staff |
| Scheme | HEPP |
| Role | Investigator |
| Funding Start | 2012 |
| Funding Finish | 2012 |
| GNo | |
| Type Of Funding | Other Public Sector - Local |
| Category | 2OPL |
| UON | N |
20111 grants / $9,499
Teaching and learning Project Grant$9,499
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Dr Rachel Buchanan |
| Scheme | Promote and support development of strategic, sustainable initiatives to enhance the quality of teaching and learning at the University of newcastle |
| Role | Investigator |
| Funding Start | 2011 |
| Funding Finish | 2011 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20101 grants / $100,035
Global Education in Teacher Education$100,035
Funding body: AusAID (Australian Agency for International Development)
| Funding body | AusAID (Australian Agency for International Development) |
|---|---|
| Project Team | Associate Professor Ruth Reynolds, Mrs Deborah Bradbery, Associate Professor Debra Donnelly, Doctor Kate Ferguson-Patrick, Doctor Suzanne Macqueen, Doctor Julie McLeod |
| Scheme | Global Education Program |
| Role | Investigator |
| Funding Start | 2010 |
| Funding Finish | 2015 |
| GNo | G1000821 |
| Type Of Funding | Other Public Sector - Commonwealth |
| Category | 2OPC |
| UON | Y |
20091 grants / $1,000
Bridging Divides, Hobart, 9-12 July 2009$1,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Doctor Suzanne Macqueen |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2009 |
| Funding Finish | 2009 |
| GNo | G0190351 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20082 grants / $20,244
2008 Equity Research Fellowship - Teaching Relief$19,077
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Doctor Suzanne Macqueen |
| Scheme | Equity Research Fellowship |
| Role | Lead |
| Funding Start | 2008 |
| Funding Finish | 2008 |
| GNo | G0188211 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
AARE - International Educational Research Conference, Queensland University of Technology (QUT) Kelvin Grove, 30/11/2008 - 4/12/2008$1,167
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Doctor Suzanne Macqueen |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2008 |
| Funding Finish | 2008 |
| GNo | G0189511 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20071 grants / $1,000
The effects of regrouping students for literacy and numeracy in primary schools$1,000
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Doctor Suzanne Macqueen |
| Scheme | New Staff Grant |
| Role | Lead |
| Funding Start | 2007 |
| Funding Finish | 2007 |
| GNo | G0187826 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2023 | PhD | Outdoor Classroom Research Project: Reconnecting Primary Students To Nature While Achieving National, State And Steiner Education Australia Curriculum Standards | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | PhD | Exploring the Role of Educational Leaders in Supporting Successful E-Learning Initiatives | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | PhD | Methods Used to Reduce Domestic Violence Against Children in Saudi Arabia: A Comparative Study of Ways to Reduce Domestic Violence in the UK and KSA | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2022 | Masters | Investigating the Implementation of Developing Curriculum and Pedagogical Strategies for Digital Safety and Well-being Through the ANC Digital Literacies Framework | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | PhD | An Investigation into the Qualities of English Teachers’ Competence and Effectiveness in Aceh’s Remote Area | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2019 | PhD | Gifted Education: Who are we Missing? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2018 | PhD | Creativity and Primary Schools: When Does Creativity Decline and What are the Contributing Factors? | 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 | The Perspectives of Primary Mathematics Teachers towards the Flipped Classroom and their Professional Development Requirements | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2024 | PhD | Mainstream Teacher Perceptions of the Literacy Load of Science | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2023 | PhD | Exploring the Impact of Introducing iPads to EFL Classrooms in Primary Schools in Saudi Arabia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2020 | Masters | Nurturing the 4Cs Skills: Learning Opportunities from Global Project-based Learning | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Research Projects
Social Class Differences in Higher Education 2012 - 2018
Around 25% of the Australian population are from working-class and low socioeconomic status backgrounds, but only 16% attend Australia's universities. In response to this inequity, the Australian Government aims to increase the percentage of these students in the higher education sector nationwide.
However, improving access to university represents only half the battle. We also need to ensure that our new intake of working-class and low SES students perform well at university and don't drop out part way through their studies. The University of Newcastle is well-placed to investigate the experiences of this group of students because it already has a relatively high percentage of low SES enrolments (27%). Dr Rubin is involved in research that investigates the performance and experiences of these students at university, including their social integration, mental health, physical health, academic performance, and persistence in their degree.
This line of research is consistent with the University’s focus on achieving parity of retention and success among students of all SES backgrounds (New Futures Strategic Plan 2016-2025), and it is part of a range of activities undertaken by the University’s Centre of Excellence for Equity in Higher Education.
Grants
Equity in elite degrees: Social difference, institutional practice and processes of change.
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Scheme | Strategic Networks Grant |
A longitudinal study of the relations between students’ socioeconomic status, social integration at university, and mental health.
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Scheme | Research Grant |
Equity groups and predictors of academic success in higher education.
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
| Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
|---|---|
| Project Team | Doctor Jill Scevak, Associate Professor Erica Southgate, Doctor Suzanne Macqueen, Aprof MARK Rubin, Dr Heather Douglas |
| Scheme | Research Grants Program |
Publications
Rubin JM, 'Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research', Journal of Diversity in Higher Education, 5 22-38 (2012) [C1]
Rubin JM, 'Working-class students need more friends at university: A cautionary note for Australia's higher education equity initiative', Higher Education Research & Development, 31 431-433 (2012) [C3]
Southgate E, Douglas H, Scevak J, MacQueen S, Rubin JM, Lindell C, 'The academic outcomes of first-in-family in an Australian university: An exploratory study.', International Studies in Widening Participation, 1 31-45 (2014) [C1]
Rubin M, Denson N, Kilpatrick S, Matthews KE, Stehlik T, Zyngier D, ' I am working-class : Subjective self-definition as a missing measure of social class and socioeconomic status in higher education research.', Educational Researcher, 43 196-200 (2014) [C1]
Rubin M, Wright CL, 'Age differences explain social class differences in students' friendship at university: Implications for transition and retention', Higher Education, 70 427-439 (2015) [C1]
Rubin M, Kelly BM, 'A cross-sectional investigation of parenting style and friendship as mediators of the relation between social class and mental health in a university community.', International Journal for Equity in Health, 14 1-11 (2015) [C1]
Students
| Program | Research Title |
|---|---|
| PhD College of Engineering, Science and Environment |
It's Lonely at the Bottom: Investigating the Role of Social Integration in the Relationship between Social Class and Mental Health |
| PhD College of Engineering, Science and Environment |
Sleep Tight and Don't Let the Socioeconomic Inequality Bite! Relations Between Social Class, Sleep, and Mental and Physical Health |
Collaborators
| Name | Organisation |
|---|---|
| Doctor Jill Janina Scevak | University of Newcastle |
| Associate Professor Ross Bernard Wilkinson | University of Newcastle |
| Nida Denson | Western Sydney University |
| Chrysalis Wright | University of Central Florida |
| Doctor Suzanne Elizabeth Macqueen | University of Newcastle |
Edit
News
News • 23 Apr 2014
Equity in higher education grant success
University of Newcastle researchers win grants to study student equity in Higher Education.
Dr Suzanne Macqueen
Position
Senior Lecturer
School of Education
College of Human and Social Futures
Contact Details
| suzanne.macqueen@newcastle.edu.au | |
| Phone | (02) 4921 5698 |
| Fax | (02) 4921 7887 |
Office
| Room | V224 |
|---|---|
| Building | V Building |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
Connect with me
NEWS • Apr 23.2014
Equity in higher education grant success
University of Newcastle researchers win grants to study student equity in Higher Education