Publications

• Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of Quality Teaching Rounds
  This paper is the published protocol for a four-arm cluster randomised controlled trial that examines the impact of Quality Teaching Rounds on student academic achievement.
  _{Miller, D., Gore, J., Wallington, C., Harris, J., Prieto-Rodriguez, E., & Smith, M. (2019). Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of Quality Teaching Rounds. International Journal of Educational Research, 98, 146–158.}
• Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial
  This paper details the protocol for a cluster randomised controlled trial which tests the impact of Quality Teaching Rounds on the quality of teaching.
  _{Gore, J., Smith, M., Bowe, J., Ellis, H., Lloyd, A., & Lubans, D. (2015). Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial. International Journal of Educational Research, 74, 82–95.}

Student outcomes

• Building capacity for quality teaching in Australian schools: Queensland replication study final report
  This project Building Capacity for Quality Teaching in Australian Schools: Queensland Replication Study examined the efficacy of Quality Teaching Rounds in a new jurisdiction.
  _{Povey, J., Porter, M., Kennedy, L., Hussain, A., Bellotti, M., Cook, S., Austerberry, S. (2023). Building Capacity for Quality Teaching in Australian Schools: Queensland Replication Study Final Report.} 
• Building capacity for quality teaching in Australian schools: QTR Digital RCT final report 
  This project Building Capacity for Quality Teaching in Australian Schools – QTR Digital RCT examined the efficacy of QTR Digital in schools using video-recordings of teachers’ lessons and videoconferencing, regardless of the size or setting.
  _{Harris, J., Miller, A., Gore, J., Holmes, M. (2022). Building capacity for quality teaching in Australian schools: QTR Digital RCT final report.} 
• Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds 
  This paper discusses a four-armed RCT used to evaluate the effect of Quality Teaching Rounds on mathematics, reading, and science outcomes for elementary students.
  _{Gore, J., Miller, A., Fray, L., Harris, J., & Prieto-Rodriguez, E. (2021). Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 101, 103297.}

Teacher outcomes

• Rejuvenating experienced teachers through Quality Teaching Rounds professional development 
  This paper investigates why experienced teachers might resist the prospect of PD by exploring their responses Quality Teaching Rounds, an innovative research-based collaborative approach to PD.
  _{Gore, J. & Rickards, B. (2020). Rejuvenating experienced teachers through Quality Teaching Rounds professional development. Educational Change, 22, 335-354.} 
• Reassembling teacher professional development: the case for Quality Teaching Rounds 
  In this paper, it is argued that bringing together approaches to teacher development that privilege collaboration, community, and context with a substantive pedagogical framework will deliver more powerful PD that makes a substantial impact on practice and produces measurable effects.
  _{Bowe, J. M., & Gore, J. M. (2017). Reassembling teacher professional development: The case for Quality Teaching Rounds. Teachers and Teaching: Theory and Practice, 23, 352–366.}
• Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds
  This study tested Quality Teaching Rounds, a pedagogy-based, collaborative PD approach, for impact on the quality of teaching.
  _{Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99–113.}
• Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds 
  This article investigates how participation in Quality Teaching Rounds shapes the transition from preservice to inservice teaching.
  _{Gore, J. M., & Bowe, J. M. (2015). Interrupting attrition? Re-shaping the transition from preservice to in service teaching through Quality Teaching Rounds. International Journal of Educational Research, 73, 77–88.}

• Scaling up effective professional development: Toward successful adaptation through attention to underlying mechanisms 
  This paper uses in-depth case studies to examine the implementation of Quality Teaching Rounds professional development.
  _{Patfield, S., Gore, J., & Harris, J. (2022). Scaling up effective professional development: Toward successful adaptation through attention to underlying mechanisms. Teaching and Teacher Education, 116, 103756.}
• From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development 
  This paper examines how accountability might be reimagined through one approach to professional development known as Quality Teaching Rounds.
  _{Rickards, B., Fray, L., and Gore, J. (2022) From performative to professional accountability: re-imagining ‘the field of judgement’ through professional development.} 
• Shifting the focus of research on effective professional development: Insights from a case study of implementation 
  This paper analyses the effectiveness of Quality Teaching Rounds when implemented in a way that is almost unrecognisable from its intended design and argues for greater support for PD implementation across diverse school contexts.
  _{Patfield, S., Gore, J., & Harris, J. (2021). Shifting the focus of research on effective professional development: Insights from a case study of implementation. Journal of Educational Change.} 
• Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects 
  This paper argues that pedagogy-focused PD, using Quality Teaching Rounds, is an important mechanism for improving teaching on a large scale, not just for this grade or subject, but for teaching in general.
  _{Gore, J. & Rosser, B. (2020). Beyond content-focused professional development: Powerful Professional learning across grades and subjects. Professional Development in Education, 48(2), 218-232.}

• Fresh evidence on the relationship between years of experience and teaching quality 
  Using a comprehensive pedagogical model, this paper explores the fundamental relationship between years of experience and teaching quality.
  _{Gore, J., Rosser, B., Jaremus, F. Miller, D. and Harris, J. (2023). Fresh evidence on the relationship between years of experience and teaching quality. The Australian Educational Researcher.} 
• Questioning the consensus on effective professional development 
  Gore, J., Patfield, S., Fray, L. (2023). Questioning the consensus on effective professional development. In R.J. Tierney, F. Rizvi & K. Ercikan (Eds.), International Encyclopedia of Education (pp. 511-517). Elsevier Science, Oxford, UK.
• The quest for better teaching 
  This essay explores the complexities that contribute to the slow pace of improvement in teaching quality and how Quality Teaching and Quality Teaching Rounds may be used to address this and produce measurable and sustainable effects.
  Gore, J. (2021). The quest for better teaching. Oxford Review of Education, 47(1), 45-60.
• Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage 
  This article uses the Quality Teaching Model to observe the relationship between teaching quality and school-level advantage and measures the improvement in teaching quality when teachers participated in Quality Teaching Rounds.
  _{Jaremus, F., Gore, J., & Miller, A. (2021). Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage. The Australian Educational Researcher, 49, 635-656.} 
• Why isn’t this empowering? The discursive positioning of teachers in efforts to improve teaching 
  This essay interrogates current moves to improve teaching through teacher development.
  _{Gore, J. (2020). Why isn’t this empowering? The discursive positioning of teachers in efforts to improve teaching. In A. Brown & E. Wisby (Eds.) Knowledge, policy and practice: The struggle for social justice in education (pp.199-216). London, UK: UCL IOE Press.}

Two-page summaries of the major research findings are available on the QT Academy website.

View findings

• Key influences on aspirations for higher education of Australian school students in regional and remote locations: a scoping review of empirical research, 1991–2016 
  This paper argues that there is a critical need for greater understanding of the diversity of experiences, influences, and aspirations among students within rural and remote communities to underpin the provision of appropriate infrastructure and support for their higher education aspirations.
  _{Fray, L., Gore, J., Harris, J., & North, B. (2020). Key influences on aspirations for higher education of Australian school students in regional and remote locations: A scoping review of empirical research, 1991–2016. The Australian Educational Researcher, 1-33.} 
• Aspiring to higher education in regional and remote Australia: the diverse emotional and material realities shaping young people’s futures 
  This paper argues the need for greater recognition and respect for the diverse needs and desires of regional and remote students for them to reach their aspirations.
  _{Gibson, S., Patfield, S., Gore, J., & Fray, L. (2022). Aspiring to higher education in regional and remote Australia: The diverse emotional and material realities shaping young people's futures', Australian Educational Researcher,49 1105-1124.}
• Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions 
  This article maps the intersection of the career aspirations of students’ socioeconomic status and other demographic variables to contribute to the evidence base for academic, educational, and political work on access to higher education.
  _{Gore, J., Holmes, K., Smith, M., Southgate, E., Albright, J. (2015). Socio-economic status and the career aspirations of Australian school students: Testing enduring assumptions. Australian Educational Researcher, 42, 155-177.doi:10.1007/s13384-015-0172-5}
• Community matters: The complex links between community and young people's aspirations for higher education 
  This book offers a new lens on equity of access to higher education by drawing on the perspective of Australian school students.
  _{Gore, J., Patfield, S., Fray, L., & Harris. J. (2022) Community matters: The complex links between community and young people's aspirations for higher education. Taylor and Francis. London. doi:10.4324/9781003019534}
• The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000–2016 
  This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education.
  _{Gore, J., Patfield, S., Holmes, K., Gruppetta, M., Lloyd, A., Smith, M., Fray, L., & Heath, T. (2017). The participation of Australian Indigenous students in higher education: A scoping review of empirical research, 2000–2016. Australian Educational Researcher. 44, 323-355. doi:10.1007/s13384-017-0236-9.} 
• When higher education is possible but not desirable: Widening participation and the aspirations of Australian Indigenous school students 
  This study investigated the occupational and educational aspirations of 432 Indigenous school students.
  _{Gore, J., Patfield, S., Holmes, K., Smith, M., Lloyd, A., Gruppetta, M., Weaver, N., & Fray, L. (2017). When higher education is possible but not desirable: Widening participation and the aspirations of Australian Indigenous school students. Australian Journal of Education. 61, 164-183. doi:10.1177/0004944117710841.}
• The untold story of middle-class Indigenous Australian school students who aspire to university 
  This paper counter-balances hegemonic narratives of Indigeneity by analysing what Indigenous students from middle-class families say about their aspirations for university.
  _{Patfield, S., Gore, J., Fray, L., & Gruppetta, M. (2019). The untold story of middle-class Indigenous Australian school students who aspire to university. Critical Studies in Education, 63, 80–95.} 
• Degrees of “being first”: toward a nuanced understanding of first-generation entrants to higher education 
  This paper examines diversity within the category of ‘first-generation’ rather than simply demarcating differences from their continuing-generation peers.
  _{Patfield, S., Gore, J., & Fray, L. (2020). Degrees of ‘being first’: Toward a nuanced understanding of first-generation entrants to higher education. Educational Review, 74, 1137–1156.}
• Reframing first-generation entry: how the familial habitus shapes aspirations for higher education among prospective first-generation students 
  This article examines how aspirations for higher education are shaped and nurtured by the home lives of prospective first-generation entrants.
  _{Patfield, S., Gore, J., & Fray, L. (2020). Reframing first-generation entry: How the familial habitus shapes aspirations for higher education among prospective first-generation students. Higher Education Research &Development, 40, 599–612.}
• On becoming a university student: Young people and the 'illusion' of higher education 
  This book chapter explores the notion that the macro-level role of universities has shifted in recent decades, with higher education becoming ‘less about what students learn and more about what students are worth’.
  _{Patfield, S., Gore, J., & Fray. (2021). On becoming a university student: Young people and the 'illusion' of higher education. Reimagining the Higher Education Student. Routledge. United Kingdom.}
• Stratification and the illusion of equitable choice in accessing higher education 
  This article examines young people’s capacities to ‘choose’ university and highlights the early stratification of students’ post-school choices
  _{Patfield, S., Gore, J., & Fray, L. (2021). Stratification and the illusion of equitable choice in accessing higher education, International Studies in Sociology of Education.}
• Disrupting the discourse of under-representation: The place of rural students in Australian higher education equity policy 
  _{Patfield, S., Gore, J., & Fray, L. (2022). Disrupting the discourse of under-representation: The place of rural students in Australian higher education equity policy. Youth beyond the city: Thinking from the margins. Bristol University Press. United Kingdom.}
• On ‘being first’: the case for first-generation status in Australian higher education equity policy 
  This paper examines the experiences of students who are the first in their family to attend university and argues for a revision of the national equity framework to recognise and support students who are ‘first’.
  _{Patfield, S., Gore, J., & Weaver, N. (2021). 'On 'being first': the case for first-generation status in Australian higher education equity policy', Australian Educational Researcher, 49 23-41. doi:10.1007/s13384-020-00428-2.}

• Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools
  This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables.
  _{Gore, J., Holmes, K., Smith, M., Fray, L., McElduff, P., Weaver, N., & Wallington, C. (2017). Unpacking the career aspirations of Australian school students: Towards an evidence base for university equity initiatives in schools. Higher Education Research and Development. 36, 1383-1400. doi:10.1080/07294360.2017.1325847.}
• Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students 
  This article tests the assumption underpinning that prospective teachers lack the desired academic and personal qualities.
  _{Gore J., Barron, R. J., Holmes, K., & Smith, M. (2016). Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students. Australian Educational Researcher, 43, 527–549. doi:10.1007/s13384-016-0221-8.}
• Australian School Student Aspirations for Military Careers: Traditional Perceptions in Shifting Contexts 
  This paper examines student aspirations for military careers and the key reasons for student interest.
  _{Gore, J., Fray, L., Wallington, C., Holmes, K., & Smith, M. (2017). Australian school student aspirations for military careers: Traditional perceptions in shifting contexts. Armed Forces & Society, 43, 238–259.doi:10.1177/0095327X16682046.} 
• Widening participation in medicine? New insights from school students' aspirations 
  The aim of this study is to identify the characteristics of students who express early interest in medicine and ascertain the degree to which diversification of the future medical student cohort is indicated.
  _{Gore, J., Patfield, S., Holmes, K., & Smith, M. (2017). Widening participation in medicine? New insights from school students’ aspirations. Medical Education, 52, 227–238. doi:10.1111/medu.13480.} 
• Profiling Australian school students’ interest in a nursing career: insights for ensuring the future workforce 
  This paper aims to understand patterns and predictors of interest in a nursing career among school students in order to inform ways of ensuring a viable future workforce.
  _{Gore, J., Rickards, B., Fray, L., Holmes, K., & Smith, M. (2017). Profiling Australian school students’ interest in a nursing career: Insights for ensuring the future workforce. Australian Journal of Advanced Nursing. 35, 12-22.} 
• Fostering Diversity in the Creative Arts by Addressing Students' Capacity to Aspire 
  This paper examines school students' aspirations for careers in the arts.
  Gore, J., Gibson, S., Fray, L., Holmes, K., & Smith, M. (2018). Fostering diversity in the Creative Arts by addressing students’ capacity to aspire. Journal of Creative Behaviour, 53, 519–530. doi:10.1002/jocb.232.
• Who wants to be a sportsperson? Student aspirations for sporting careers and the re/production of social inequalities 
  This paper seeks to understand the extent to which young Australians aspire to a career as a sportsperson and the extent to which these aspirations are evenly distributed across demographic categories.
  _{Eather, N., Fray, L., & Gore, J., (2019). Who wants to be a sportsperson? Student aspirations for sporting careers and the re/production of social inequalities. Advance online publication. 10.1080/13573322.2019.1679104.}

• An Integrated Analysis of School Students’ Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive? 
  This article examines student aspirations for STEM careers by drawing on surveys conducted annually from 2012 to 2015.
  _{Holmes, K., Gore, J., Smith, M., & Lloyd, A. (2017). An integrated analysis of school students’ aspirations for Stem careers: Which student and school factors are most predictive? International Journal of Science and Mathematics Education. 16, 655-675 doi:10.1007/s10763-016-9793-z.}
• When girls do masculinity like boys do: Establishing gender heteroglossia in school mathematics participation 
  This paper provides fresh insights into girls’ mathematics participation and demonstrates that the reasons why students chose to participate in Mathematics Advanced do not distinguish them by their sex/gender.
  _{Jaremus, F. (2021). When girls do masculinity like boys do: Establishing gender heteroglossia in school mathematics participation', Mathematics Education Research Journal. doi:10.1007/s13394-020-00355-6}
• Senior secondary student participation in STEM: Beyond national statistics 
  While the national statistics certainly provide clear evidence of declining enrolments and the underrepresentation of females in STEM, this paper investigates whether possible jurisdictional differences had been overlooked.
  _{Jaremus, F., Gore, J., Fray, L., Prieto-Rodriguez, E., (2018). Senior secondary student participation in STEM: Beyond national statistics. Mathematics Education Research Journal. Advance online publication.}
• Grouped out of STEM degrees: the overlooked mathematics ‘glass ceiling’ in NSW secondary schools 
  This paper investigates the effect that mathematics ability grouping has on senior secondary mathematics participation for low and middle grouped students in New South Wales, Australia.
  _{Jaremus, F., Gore, J., Fray, L., & Prieto-Rodriguez, E. (2020). Grouped out of STEM degrees: The overlooked mathematics ‘glass ceiling’ in NSW. International Journal of Inclusive Education. Advance online publication. doi:10.1080/13603116.2020.1776778.} 
• Girls are still being ‘counted out’: Examining teachers’ expectations of high-level mathematics students 
  This paper sheds new light on girls' underrepresentation through a post-structural feminist investigation of mathematics teachers' discursive constructions of high-level senior secondary mathematics students.
  _{Jaremus, F., Gore, J., Prieto-Rodriguez, E.., & Fray, L. (2021). Girls are still being ‘counted out’: Examining teachers’ expectations of high-level mathematics students. Educational Studies in Mathematics.}
• Parental Influences on Those Seeking a Career in STEM: The Primacy of Gender 
  Drawing on data from a four-year mixed-method longitudinal study conducted with students in Years 3 to 12, this paper examines parent data for those students who expressed an interest in pursuing STEM studies and careers.
  _{Lloyd, A., Gore, J., Holmes, K., Smith, M., & Fray, L., (2018). Parental influences on those seeking a career in STEM: The primacy of gender. International Journal of Gender, Science and Technology. 10, 208-328.}

Reports

• Community influence on university aspirations: Does it take a village? 
  This project examined how post-school aspirations are formed within, and shaped by, the communities in which young people live.
  _{Gore, J., Fray, L., Patfield, S., & Harris, J. (2019). Community influence on university aspirations: Does it take a village? Final report to the National Centre for Student Equity in Higher Education. Retrieved from} 
• Choosing VET: investigating the VET aspirations of school students 
  This study explores the views of 6492 NSW primary and secondary school students’ post-school aspirations.
  _{Gore, J., Ellis, H., Fray, L., Smith, M., Holmes, K., Lloyd, A., Berrigan, C., Lyell, A., & Weaver, N. (2017). Choosing VET: Investigating the VET aspirations of school students. Final report for the National Centre for Vocational Education Research. Adelaide, Australia: NCVER.} 
• Choosing university: The impact of schools and schooling 
  This project sought to identify factors associated with schools and schooling that impact on students’ aspirations to attend university.
  _{Gore, J., Holmes, K., Smith, M., Lyell, A., Ellis, H., & Fray, L. (2015). Choosing university: The impact of schools and schooling. Final report to the National Centre for Student Equity in Higher Education. Retrieved from}
• Girls in maths research project: Extension report
  The 2017 Girls in Maths Project was a research study designed to investigate the underrepresentation of girls’ in Higher School Certificate (HSC) mathematics courses.
  _{Gore, J., Jaremus, F., Fray, L., & Prieto, E. (2018). Girls in maths research project: Extension report. Newcastle, Australia: The University of Newcastle.} 
• Girls in mathematics: Final report 
  This project drew upon state-wide HSC and university enrolment data, Aspirations Longitudinal Study survey data, and semi-structured interviews with students, teachers and parents to investigate the decision-making process surrounding girls’ participation in high level mathematics.
  _{Gore, J., Jaremus, F., Lloyd, A., Fray, L. Prieto, E., & Weaver, N. (2017). Girls in mathematics: Final report. Newcastle, Australia: The University of Newcastle.} 
• Aspirations, equity and higher education course choice: The path travelled 
  This project examined which students realise their childhood aspirations, for what higher education courses, and why.
  _{Jaremus F, Sincock K, Patfield S, Prieto-Rodriguez E, Fray L, Gore J, (2022). Aspirations, equity and higher education course choice: The path travelled. National Centre for Student Equity in Higher Education.}