Professor John Fischetti

Professor

School of Education

Email:john.fischetti@newcastle.edu.au
Phone:4921 5979

Reframing education and leadership for the innovative age

Learning centres for equity

In New South Wales, and Australia more broadly, we are on the precipice of a massive transformation of schooling and the assumptions around the education of children. This transformation is focussed on equity and the personalisation of the schooling process. These engaging learning centres will allow students to take ownership for their own education, have autonomy and agency, and where passion is encouraged. Teachers in these new school designs become facilitators who encourage and support students’ individual journeys.

Current standards for initial teacher preparation across the western world are remarkably the same (Australian Institute for Teaching and School leadership, 2017). They are really organizers of evidence that new teachers and their programs must assemble inside these agreed-upon categories. Unfortunately, they are built on and support a model of learning and teaching that is nearly obsolete. The implications are profound for teacher education. Schools of Education mostly place our students in schools as they are, not schools as they need to be. That means we are replicating and perpetuating obsolescence. We need a different kind of teacher for a different kind of school.

“For too long schools have been places young people go to watch their teachers work.” John Fischetti.

Old school paradigm

The current “old school” paradigm of teaching and learning is based on students sitting passively in rows, completing a required syllabus in the order they are told to do so, and with very little choice. Assessment systems reinforce the status quo, promoting learning for “some”, rather than drive learning for all. This assembly-line approach too often sorts students early on based on societal socio economic gaps or based upon educators failure to adapt to the learning environment to individual learner needs. Currently at least 40% of Australian students are disengaged from their schooling (Gross & Sonnemann, 2017). This disengagement is a failure for the individuals and a tragic loss of human capacity to be relevant in the innovation age where critical thinking, problem solving, adaptive reasoning and collaboration are core skills. In “old school”, leadership is more management than transformation. Moreover, in teacher and leadership education, we are too often preparing our new teachers for the schools we are holding onto rather than for the schools we need.

New school paradigm

“We are holding onto the schools of the past rather than evolving the schools we need.” John Fischetti

In the “new school” paradigm, schools will no longer be places young people go to watch their teachers work. They are learning centres, with student engagement at the forefront and personalised learning focussing the instruction on the needs of the learner. Emerging virtual reality and artificial intelligence systems will require reinvention of content delivery and leapfrog pedagogies to new frontiers of exploring and mastering ideas and knowledge. Students in this new school approach are the centre of the learning as they accomplish the syllabus in ways that work for each of them. Assessment from here will be formative and used to modify instruction to meet the needs of learners in real-time. That is equity in action with learning for all as a goal.

What is required to be successful in the innovative age?

“We need a different kind of teacher for a different kind of school.” John Fischetti

In this dynamic learning environment, a new approach to classroom and school leadership is vital. Leadership for old school approaches was primarily management with a mission statement. In new school approaches, leadership is a complex, dynamic empowerment process. The individuals who drive education forward from here—from the classroom to the school to the boardroom - will need a new set of skills to help them create the learning environments that empower every child for success and embrace the culture and expectations of the community as vital partners in the process.

When Copernicus posited, and Galileo confirmed the Sun as the centre of the solar system and that the Earth revolved around it, many learned people of the time considered this heresy. The notion that the syllabus can be accomplished by adjusting it to the passions and needs of the learners is possibly considered heresy today. To some, the idea that passion and student wellbeing help drive intellectual curiosity and lead to building cognitive capacity seems impossible at worst or unrealistic at best. However, the goal of learning for all is to design schools based upon and built around the needs of learners rather than the syllabus or the needs of adults. We are heading this direction led by great educators in Australia and around the world who have adopted promising school designs. In addition, if we stay on top of the technological advances, smart tools can help us differentiate in powerful ways. By preparing new teachers differently, we can provide a bridge from old school to new school without disruption.

When I talk to parents, they often complain that some students on some days get different assistance from their teachers, which they say is not fair. Actually, it is fair, it just isn’t equal. Equity is about giving each child what they need when they need it. With fairness one of Australia’s core values and as we collectively address the inequities of the past, new school designs may be part of our journey to fairness. All of us deserve a fair go as a child, not a predetermined norm-reference box we are put in. We can do this.

The University of Newcastle provides national and international excellence in teacher leader and school leader preparation, educational praxis and research and lifelong learning.

References

Australian Institute for Teaching and School Leadership (2017). Australian Professional Standards for Teachers. Retrieved from: https://www.aitsl.edu.au/teach/standards
Gross, P., & Sonnemann, J. (2017). Grattan Institute - Engaging students: Creating classrooms that improve learning. Retrieved from: https://www.grattan.edu.au/wp-content/uploads/2017/02/Engaging-students-creating-classrooms-that-improve-learning.pdf
Hawkes, S.J. (2014). The Flipped Classroom: Now or Never? AANA Journal. Retrieved from: http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=b0f43991-b96e-416f-88fa-24673aa60e6f%40sessionmgr4008

Reframing education and leadership for the innovative age

Reframing education and leadership for the innovative age.

Biography

We are transitioning from a time when the design of schooling and university education in Australia and the Western world was based on success for some. The goal of learning and teaching in places called ‘schools’ and ‘universities’ will be success for all and preparation for life – not exams.

Professor John Fischetti has worked within this kind of transformational school reform, rethinking schooling, revamping teacher education, and modernising transdisciplinary leadership preparation for the past 40 years.

Newcastle hosts one of Australia’s largest schools of education and it sits in the top 150 in the world as measured by the QS rankings. John led the University’s School of Education for six years before taking on the role of Pro Vice-Chancellor of the Faculty of Education and Arts. Until January 2024, he was Pro Vice-Chancellor of the College of Human and Social Futures comprising the Newcastle Law School, the Newcastle Business School, the School of Humanities and Social Science, the School of Creative Industries and the School of Education. The College has taken on the challenge to promote equity-minded excellence throughout the social sciences and creative disciplines. As we negotiate the evolving machine-driven world, John’s goal is to revision the future of humanity. Currently John is Professor of Leadership and School Transformation in the School of Education. He teachers, supervises and engages about the future of learning, teaching, and leading for transformation.

He is the immediate Past President of the New South Wales Council of Deans of Education.

Prior to joining the University of Newcastle, John served as Dean and Professor of Educational Leadership at the College of Education and Human Development at Southeastern Louisiana University in Hammond, Louisiana. Prior to that he was a Doctoral Program Chair and Department Head at the University of North Carolina Wilmington. And earlier in his career he was Professor of Education at the University of Louisville in Kentucky, where he helped lead the evolution of the Professional Development School model of teacher education.

John received his doctorate in education in professional development, school reform and educational leadership for change in 1986 at the University of Massachusetts at Amherst. He completed his Masters in Secondary Education and holds a Bachelor of Arts in Economics and American Government from the University of Virginia. John holds his teaching certificate in secondary social studies and has taught high school history, economics and political science.

John’s key research interests include: School Reform, Preparing Leaders for New Roles/Responsibilities, Secondary Teacher Education, Global Educational Issues, Curriculum, Instruction and Assessment Technology, and Education Research in Teaching and Learning.

His work over the last 35 years focusses on rethinking pedagogy, assessment, schooling and teacher education. John’s equity-driven message is incorporated in his work with undergraduate, post-graduate and PhD students, and his leadership of his School and College.

Leadership Expertise

In addition to his prior roles as Pro Vice Chancellor and Dean/Head of School at the University of Newcastle, John was previously Dean and Professor of Educational Leadership at Southeastern Louisiana University in the US. He served as Assistant Director of the Center for Teaching and Learning, Department Chair and Doctoral Program Coordinator at the University of North Carolina at Wilmington. In addition he was Professor and Program Coordinator at the University of Louisville, Kentucky, as well as a lecturer at the University of Massachusetts at Amherst.

Collaborations

John has three levels of research interests:

(1) What occurs when a teacher designs a lesson and teaches it so well that students 'get it,' master it,' or 'learn it’? ‘Where did the teacher learn how to do that? (In a university course?, by watching others? or by making it up herself?).

(2) How can school leaders and teacher educators empower more of (1)?

(3) Since society is built upon inequities both in access and opportunity for educational success, how can state/national/international leaders promote (1) and (2) without creating further achievement gaps through the establishment of elite, select or other kinds of structures that perpetuate the status quo?

Global Learning Equity Network

In 2016, the School of Education launched the Global Learning Equity Network (GLEN) GLEN's goal is to build new international frameworks for teacher education based on combining the areas of “learning” and “equity.” Too often, these domains have been separate discourses in our programs. GLEN is developing new ways to conceive international frameworks for building learning leaders. The theme of the group is that “every child deserves the education that is right for them (him or her).”

This is a different model than in the past where teachers primarily designed lessons and structures around a didactic assumption about learning and teaching. The dynamic nature of learning in the innovation age requires a new approach to preparing teachers. What we need is a different kind of teacher for a different kind of school.

Big Picture Graduation Portfolio Project

The University of Newcastle is pioneering and helping 13 Universities in Australia lead the way by piloting a new route to university – the Big Picture Graduation Portfolio - and is into its third year of accepting selected students into tertiary studies based on their portfolio of learning mapped to national frameworks of learning, rather than an ATAR (Australian Tertiary Admissions Ranking).

Qualifications

Doctor of Education, University of Massachusetts
Bachelor of Arts, University of Virginia - USA

Keywords

Assessment
Curriculum
Curriculum, Instruction and Assessment
Education
Educational Leadership
Equity
Learning education
Pedagogy
Professional development
School Administration
School reform
Secondary school teacher education
Teacher education
Teaching & Learning
Technology and Education
educational policy and practice
interdisciplinary teaching
pedagogy
professional development
teacher dispositions
teacher/school accountability

Languages

English (Mother)

Fields of Research

Code	Description	Percentage
390299	Education policy, sociology and philosophy not elsewhere classified	40
390199	Curriculum and pedagogy not elsewhere classified	20
390307	Teacher education and professional development of educators	40

Professional Experience

UON Appointment

Title	Organisation / Department
Professor Professor of Leadership and School Transformation	University of Newcastle School of Education Australia

Academic appointment

Dates	Title	Organisation / Department
1/1/2012 - 31/12/2013	Membership - Louisiana Believes Advisory Committee	Louisiana Believes Advisory Committee United States
1/1/2012 - 1/6/2013	Dean	Southeastern Louisiana University College of Education and Human Development United States
1/1/2012 - 1/6/2013	Dean and Professor of Educational Leadership	Southeastern Louisiana University College of Education and Human Development United States
1/1/2008 -	Editorial Board - Journal of STEM Education: Innovations and Research	Journal of STEM Education: Innovations and Research Australia
1/7/2007 - 1/12/2011	Professor	University of North Carolina Wilmington Department of Education Leadership; Watson School of Education United States
1/1/2006 - 31/12/2011	Editor - Journal of Effective Teaching	Journal of Effective Teaching Australia
1/7/2001 - 1/6/2007	Inaugural Chair	University of North Carolina Wilmington Department of Education Leadership; Watson School of Education United States
1/7/2001 - 1/6/2007	Professor and Chair	University of North Carolina Wilmington Department of Education Leadership; Watson School of Education United States
1/1/1995 -	Editorial Board - National Board of Reviewers, Journal of Teacher Education, AACTE	National Board of Reviewers, Journal of Teacher Education, AACTE Australia
1/7/1988 - 1/6/2001	Professor	University of Louisville, Kentucky Secondary Education United States
1/1/1987 - 1/6/1987	Consultant	Uganda Higher Education Uganda
1/9/1986 - 1/6/1987	Accreditation Assistant	University of Massachusetts, Amherst School of Education United States
1/1/1986 - 1/12/1986	Conference Coordinator Building a New Profession: A Teachers' Working Conference.	University of Massachusetts, Amherst United States
1/9/1985 - 1/7/1988	Assistant Professor & Administrative Coordinator Math English Science Technology Education Project (MESTEP).	University of Massachusetts, Amherst United States
1/6/1985 - 1/8/1985	Program Development/Grants Officer	University of Massachusetts, Amherst Division of Continuing Education United States
1/7/1984 - 1/6/1985	On-Site Director	Boston Secondary Schools Project United States
1/6/1984 - 1/12/1984	Research Assistant	University of Massachusetts, Amherst School of Education United States
1/6/1984 - 1/8/1984	Instructor	University of Massachusetts, Amherst School of Education United States
1/9/1983 - 1/8/1995	Teaching Assistant	University of Massachusetts, Amherst School of Education United States
1/3/1982 - 1/8/1982	Teaching Assistant	Old Dominion University, Virginia. United States
1/1/1982 - 1/7/1984	Graduate Research Assistant	Boston Secondary Schools Project Boston Secondary Schools Project United States
1/7/1981 - 1/6/1982	Graduate Research & Administrative Assistant	University of Virginia United States
1/7/1980 - 1/6/1981	Receiving Coordinator	University of Virginia Newcomb Hall Bookstore United States

Membership

Professional appointment

Dates	Title	Organisation / Department
1/1/2021 - 13/1/2024	Pro Vice-Chancellor College of Human and Social Futures	The University of Newcastle Australia
13/10/2018 - 31/12/2020	Pro Vice-Chancellor Faculty of Education and Arts	Faculty of Education and Arts, University of Newcastle Australia
1/1/1982 - 1/12/1982	Counselor	Hope House Foundation, Virginia United States
1/1/1980 - 1/6/1980	VISTA Volunteer	Haitian Refugee Center Haitian Refugee Center United States

Teaching appointment

Dates	Title	Organisation / Department
1/7/1983 - 1/6/1984	Teacher and Coordinator	University of Massachusetts, Amherst Division of Continuing Education United States
1/7/1982 - 1/6/2013	High School Teacher	Schools in Massachusetts & Kentucky United States

Awards

Distinction

Year	Award
2001	Golden Apple Award Jefferson County Teachers Association (JCTA)

Prize

Year	Award
2016	Australian College of Educators Excellence Award Australian College of Educators

Recognition

Year	Award
2010	The John Fischetti Global Achievement Award University of North Carolina Wilmington
2009	Chancellor’s Teaching Excellence Award University of North Carolina Wilmington
2001	Millennium Maker Jefferson County (Kentucky)
1997	University of Louisville Distinguished Teaching Award University of Louisville, Kentucky

Invitations

External Reviewer - Departments

Year	Title / Rationale
2009	Reviewer Organisation: North Carolina Department of Public Instruction Description: Reviewer of STAR proposals for the Department of Education.

External Reviewer - Programs

Year	Title / Rationale
2009	State reviewer Organisation: North Carolina Department of Public Instruction Description: State reviewer for new teacher education programs for North Carolina Department of Public Instruction reviewed 26 proposals in middle and high school social studies.

Keynote Speaker

Year	Title / Rationale
2011	Keynote Presenter Organisation: Regional Conference of School Partners on Future of Education in North Carolina Description: Keynote Presenter, Regional Conference of School Partners on Future of Education in North Carolina
1997	Keynote Presenter Organisation: Jefferson County High School Institute Description: Keynote Presenter, Jefferson County High School Institute. Topic: High Schools For the 21st Century.

Speaker

Year	Title / Rationale
2011	Convocation Speaker, UNCW Fall Convocation Organisation: University of North Carolina Wilmington Description: selected by students

Edit

Publications

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

Book (2 outputs)

Year

Citation

Altmetrics

Link

2023

Sellars M, Imig S, Fischetti JC, Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students Skills and Strategies for Classroom Teachers, Routledge, Abingdon, Ox, 152 (2023) [A1]

DOI	10.4324/9781003207900
Co-authors	Maura Sellars, Scott Imig

2022

Imig S, Sellars M, Fischetti J, Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students. Skills and Strategies for School Leaders, Routledge, Abingdon, Oxon, 136 (2022) [A1]

DOI	10.4324/9781003090731
Co-authors	Scott Imig, Maura Sellars

Chapter (18 outputs)

Year

Citation

Altmetrics

Link

2023

McGrath J, Fischetti J, 'School Designs for Personalizing and Co-constructing the Learning Journey', Creating Dynamic Places for Learning. An Evidence Based Design Approach, Springer, New York, NY 15-29 (2023) [B1]

DOI	10.1007/978-981-19-8749-6_2

2023

Donnelly D, Fischetti J, Ledger S, Boadu G, 'Using a Mixed-Reality Micro-teaching Program to Support at Risk Pre-service Teachers', Work-Integrated Learning Case Studies in Teacher Education Epistemic Reflexivity, Springer Nature, Singapore 273-285 (2023) [B1]

DOI	10.1007/978-981-19-6532-6_22
Citations	Scopus - 1
Co-authors	Debra Donnelly, Susan Ledger

2020

Mcgrath J, Fischetti J, 'What if Compulsory Schooling was a 21st Century Invention?', The Educational Intelligent Economy Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education, Emerald Group Publishing, Bingley, UK 87-105 (2020) [B1]

DOI	10.1108/S1479-367920190000038006
Citations	Scopus - 1

2019

Fischetti J, Fischetti J, 'A Different Kind of Teacher for a Different Kind of School', Teacher Education in the 21st Century, IntechOpen, London (2019)

DOI	10.5772/intechopen.84372

2018

Fischetti JC, Imig S, 'Bringing the Good : The Urgency of Remarkable School Leadership in Disruptive Times', Research-based Instructional Practices of Effective Principals, Information Age Publishing, Charlotte, North Carolina 251-263 (2018) [B1]

Co-authors	Scott Imig

2018

Vergnasi MR, Fischetti JC, Smith M, 'Analytics Framework for K-12 School Systems', Data Leadership for K-12 Schools in a Time of Accountability, IGI Global, USA 206-233 (2018) [B1]

DOI	10.4018/978-1-5225-3188-3.ch011

2016

Fischetti JC, 'Reframing Teacher Education for Learning Equity', The Australian Dyslexia Learning Difference Handbook, The Australian Dyslexia Learning Differences Handbook, New South Wales, Australia 125-131 (2016)

2015

Fischetti JC, Kirylo JD, 'The looting of the American dream: The Post-Katrina rubble of public education in Louisiana', Only in New Orleans: School Choice and Equity Post-Hurricane Katrina, Sense, Rotterdam 277-284 (2015) [B1]

DOI	10.1007/978-94-6300-100-7_16

2015

Fischetti JC, Fischetti DL, 'The Green Schooling of America: Emerging Research on Student Learning', Marketing the Green School: Form, Function, and the Future, IGI Global, Hershey, PA 15-24 (2015) [B1]

DOI	10.4018/978-1-4666-6312-1

2014

Fischetti JC, Fischetti DL, 'The green schooling of America: Emerging research on student learning', Marketing the Green School: Form, Function, and the Future 15-24 (2014)

The potential of green schools to improve student learning shows real promise. The continued focus on green school buildings, coupled with attention to healthy diets and healthy l... [more]

The potential of green schools to improve student learning shows real promise. The continued focus on green school buildings, coupled with attention to healthy diets and healthy living habits, can only help students perform at their best. This chapter details the emerging knowledge base connecting the green schools movement and student learning. The authors share the early indicators, promising potential, and limitations of research related to green schools, and the links to student learning, teacher grades, state assessments, and children's overall health and well-being.

DOI	10.4018/978-1-4666-6312-1.ch002

2014

Fischetti JC, 'The Student Engagement Paradox', Best Practices in University Teaching, UNCW Center for Teaching Excellence, Wilmington, NC US 65-73 (2014) [B2]

2013

Fischetti JC, Dlamini B, 'Joe L. Kincheloe: With liberty and justice for all', A critical pedagogy of resistance: 34 critical pedagogues we need to know, Sense Publishers, Rotterdam, The Netherlands 85-88 (2013) [B1]

2013

Fischetti JC, 'W.E.B. Du Bois: The roots of critical race theory', A critical pedagogy of resistance: 34 critical pedagogues we need to know, Sense Publishers, Rotterdam, The Netherlands 33-36 (2013) [B1]

2010

Fischetti JC, Imig S, Ndoye A, Smith R, 'Finding a tipping point', Teaching As a Moral Practice, Harvard Education Press, Cambridge, MA 141-162 (2010) [B1]

2002

Fischetti JC, Larson A, 'How an integrated unit increased student achievement in a high school PDS', Forging Alliances in Community and Thought, Information Age Publishing, Inc., Greenwich, CT 257-258 (2002) [B1]

1997

Lyons N, Stroble B, Fischetti JC, 'The idea of a university in an age of school reform: The shaping force of professional development schools', Professional development schools: Policies, practices, and politics, Teachers College Press, New York (1997) [B1]

1995

Fischetti JC, Dittmer A, 'Foxfire and teacher preparation: Practising what we teach', Changing Times in Teacher Education, Falmer Press, London (1995) [B1]

1990

Fischetti JC, Dittmer A, 'A second career program utilizing part-time teaching positions', Technical talent from the military and industry, Monograph of the proceedings of the National Executive Service Corps conference, New York . (1990) [B2]

Show 15 more chapters

Journal article (50 outputs)

Year

Citation

Altmetrics

Link

2022

Fischetti J, Ledger S, Lynch D, Donnelly D, '-Practice before Practicum: Simulation in Initial Teacher Education', Teacher Educator, 57 155-174 (2022) [C1]

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
Citations	Scopus - 14
Co-authors	Debra Donnelly, Susan Ledger

2021

McGrath J, Fischetti J, 'Using the future to transform the design logic of schooling: Consensus statements from an expert panel', Policy Futures in Education, 19 703-722 (2021) [C1]

We propose a framework of 29 Future School Elements that can be used to consider future models of schooling which we have organised across three pillars of pedagogy, policy and st... [more]

We propose a framework of 29 Future School Elements that can be used to consider future models of schooling which we have organised across three pillars of pedagogy, policy and structure. We seek to position the framework within a futures approach to policy making that allows for greater diversity by providing a design logic that can be contextualised, is more pluralistic and can be shaped by a greater number of voices. The findings from our modified Delphi study involved an expert panel who examined the counterfactual research question ¿What if compulsory schooling was a 21st-century invention?¿ Consensus statements were formed by the expert panel by rating items based on impact and equity. We explore ways in which utilising a foresight approach can provide a means to reshape future models of schooling in a meaningful and contemporary way that takes account of some of the challenges and forces that have prevented change.

DOI	10.1177/1478210320965020

2021

McGrath J, Fischetti J, 'The future of compulsory schooling: Participant developed scenarios from a modified Delphi survey', Futures, 133 (2021) [C1]

In this paper we present five scenarios that describe preferred futures for the design of compulsory schooling. The work addresses the counterfactual research question: What if co... [more]

In this paper we present five scenarios that describe preferred futures for the design of compulsory schooling. The work addresses the counterfactual research question: What if compulsory schooling was a 21 st century invention? and is informed by the research in anticipatory systems thinking. The expert advice evolved over multiple rounds of input using a modified Delphi approach. The scenario development round followed a consensus and dissensus process in the early stages. The creation of a series of preferred futures for compulsory schooling can be used by education leaders in states, provinces, and countries to create momentum for strategic change in the static structure of schooling that generally maintains industrial models of schooling. The combining of a modified Delphi process with scenario development can be used to present possible futures which can be contextualised, divergent, and used as a catalyst to create other preferred scenarios for a future based on a success-for-all paradigm.

DOI	10.1016/j.futures.2021.102818
Citations	Scopus - 3

2020

Brunning M, Fischetti J, Smith M, 'Renewing the Promise and Potential of School-Based Management', NASSP Bulletin, 104 177-201 (2020) [C1]

DOI	10.1177/0192636520956717
Citations	Scopus - 1

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 - 27
Co-authors	Susan Ledger, Zara Ersozlu

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 - 53Web of Science - 18
Co-authors	Susan Ledger

2019

McGrath J, Fischetti J, 'What if compulsory schooling was a 21st century invention? Weak signals from a systematic review of the literature', International Journal of Educational Research, 95 212-226 (2019) [C1]

Counterfactual thinking and foresight strategy are utilised to identify ¿weak signals¿ for future practice. We conducted systematic reviews of empirical studies comparing traditio... [more]

Counterfactual thinking and foresight strategy are utilised to identify ¿weak signals¿ for future practice. We conducted systematic reviews of empirical studies comparing traditional and alternative approaches to instruction or assessment to examine the potential for compulsory schooling to be redesigned. This thorough scan of the scholarly horizon provides an opportunity to take the pulse from the literature published over the first one-eighth of the 21st century. Sixteen ¿weak signals¿ were identified from the literature that are discussed in the paper. This review might inform further research into current and future school designs and models, particularly in light of trends to personalise learning that are taking hold around the world.

DOI	10.1016/j.ijer.2019.02.006
Citations	Scopus - 10Web of Science - 3

2018

Fischetti JC, 'Reframing Teacher Education for Learning Equity', Peabody Journal of Education, 267-271 (2018) [C1]

DOI	10.1080/0161956X.2018.1469228

2018

Fischetti J, Lynch D, 'Rethinking the Frameworks that Guide Teacher Education', Peabody Journal of Education, 93 265-266 (2018)

DOI	10.1080/0161956X.2018.1452450
Citations	Scopus - 1

2018

Sellars M, Fakirmohammad R, Fischetti JC, Bui T, Niyozov S, Reynolds RM, et al., 'Conversations on Critical Thinking: Can Critical Thinking Find Its Way Forward as the Skill Set and Mindset of the Century?', Education Sciences, 8 1-29 (2018) [C1]

DOI	10.3390/educsci8040205
Citations	Scopus - 34Web of Science - 15
Co-authors	Ruth Reynolds, Maura Sellars, Nisha Thapliyal

2017

Lloyd A, Smith M, Dempsey I, Fischetti J, Amos K, 'Short- and medium-term impacts of the Just Like You disability awareness program: A quasi-experimental comparison of alternative forms of program delivery in New South Wales primary schools', Australian Journal of Education, 61 288-304 (2017) [C1]

Given the demands for inclusive and more equitable education, this evaluation compared two versions of the Just Like You disability awareness program delivered in primary schools ... [more]

Given the demands for inclusive and more equitable education, this evaluation compared two versions of the Just Like You disability awareness program delivered in primary schools in New South Wales, Australia, by Cerebral Palsy Alliance. Participants included 297 students from three schools in the Hunter region in the established program and 327 students from four schools in the Sydney region in the newer version of the program. Compared with the established program, the new format comprised a single presenter with a disability, two shorter sessions (rather than one long session) delivered at least one week apart, revised content mapped to the Australian rather than the NSW curriculum and a non-compulsory ¿homework¿ activity offered at the discretion of the presenter. Longitudinal data included three successive administrations (i.e. pre-test, post-test and delayed follow-up) of the Chedoke-McMaster Attitudes towards Children with Handicaps scale. Quasi-experimental comparisons produced intake-adjusted effect sizes favouring the newer program over the established program both in terms of post-test (d = 0.47) and delayed follow-up (d = 0.42) Chedoke-McMaster Attitudes towards Children with Handicaps scores. The program evaluation demonstrated the efficacy and sustainability of effects in this short-term focussed disability awareness intervention, with the newer version producing greater improvements in student attitudinal change towards people with a disability than the established version.

DOI	10.1177/0004944117730649
Citations	Scopus - 5Web of Science - 2

2015

Fischetti J, Imig S, 'Why is being a school principal one of the most dangerous jobs in the country?', The Conversation, (2015) [O1]

Co-authors	Scott Imig

2014

Munoz M, Fischetti JC, Prather J, 'An early college initiative in an urban, high-poverty high school: first-year effects on student achievement and non-academic indicators', Journal of Education for Students Placed at Risk (JESPAR), 19 36-52 (2014) [C1]

DOI	10.1080/10824669.2014.927746
Citations	Scopus - 7

2014

Fischetti JC, Kirylo JD, 'The Looting of the American Dream: the post-Katrina rubble of public education in Louisiana', Policy Futures in Education, 12 1064-1069 (2014) [C1]

DOI	10.2304/pfie.2014.12.8.1064

2014

Fischetti JC, 'Issues in Education: The Rubber Duckies Are Here: Five Trends Affecting Public Education Around the World', Childhood Education, 90 316-318 (2014) [C3]

DOI	10.1080/00094056.2014.937309
Citations	Scopus - 4

2013

Gates L, Fischetti JC, Moody A, 'Implementing and monitoring the response to intervention process: The special educator perspective', Journal of the American Academy of Special Education Professionals, Winter 2013 20-47 (2013) [C1]

2013

Fischetti JC, Schilchting K, Williams J, 'The common core may not be for the common good: A whole-child approach to school improvement', Journal of Teaching, Learning, and Research in Educational Leadership, 4 Online (2013) [C2]

2013

Fischetti JC, 'Issues in Education: Last Stand for Teacher Education', Childhood Education, 89 40-41 (2013) [C3]

DOI	10.1080/00094056.2013.757523
Citations	Scopus - 2

2012

Lemon D, Fischetti JC, 'Five factors that contribute to the success of middle grades math teachers in North Carolina 's most challenging schools', North Carolina Middle School Journal, 26 1-16 (2012) [C3]

2012

Smith R, Fischetti J, Fort D, Gurley T, Kelly M, 'From the Margins to the Mainstream: Potential Impact of Early Colleges on Traditional High Schools', EDUCATIONAL FORUM, 76 383-394 (2012) [C1]

DOI	10.1080/00131725.2012.682641
Citations	Scopus - 5Web of Science - 4

2011

Fischetti J, MacKain S, Smith R, 'Mr Watson, come here...: The performance of early college students in their first year at the university and the challenge to P-16 education', IMPROVING SCHOOLS, 14 48-64 (2011) [C1]

DOI	10.1177/1365480211398232
Citations	Scopus - 8Web of Science - 6

2010

Fischetti JC, Smith R, 'Introduction to the special issue on transforming the American high school: The premise and promise of small learning communities', Peabody Journal of Education: Issues of Leadership, Policy, and Organizations, Special Edition, 85 259-263 (2010) [C3]

2010

Fischetti JC, Smith R, 'Transforming the American high school: The premise and promise of small learning communities', The Peabody Journal, Special Edition, 85 (2010) [C1]

2009

Coleman H, Fischetti JC, 'A report card to evaluate educational capacity', Educational Horizons, 87 246-259 (2009) [C1]

2007

Fischetti JC, Coleman H, 'The loophole generation', Innovate: Journal of Online Education, 4 (2007) [C1]

2005

Fischetti JC, 'Supporting technology innovation and scholarship: A department chair's perspective', Academic Leader, 21 4-5 (2005) [C1]

2005

Fischetti JC, Summerville J, 'How to foil cyberbullies', Chronicle of Higher Education, 51 B36-B37 (2005) [C3]

2003

Fischetti JC, Hohmann M, 'Simple questions and straightforward data to enhance student success', CREATE, 7 4 (2003) [C3]

2001

Fischetti JC, Stroble E, Gaus D, Kyle D, Duckworth K, Larson A, 'Using temporary structures to guide innovation at the University of Louisville: Preparing classroom leaders to support school renewal', In Our Own Words, 54-67 (2001) [C3]

1999

Fischetti JC, 'A new Kentucky reality: It is possible to fulfill vision of education for all', Kentucky Journal, February/March 5 (1999) [C3]

1999

Abma S, Fischetti J, Larson A, 'The purpose of a professional development school is to make a difference: 10 years of a high school university partnership', Peabody Journal of Education, 74 254-262 (1999) [C1]

DOI	10.1080/0161956X.1999.9681921
Citations	Scopus - 3

1999

Fischetti J, Garrett L, Gilbert J, Johnson S, Johnston P, Larson A, et al., 'This just makes sense: Yearlong experiences in a high school professional development school', Peabody Journal of Education, 74 310-318 (1999) [C1]

DOI	10.1080/0161956X.1999.9681928
Citations	Scopus - 2

1999

Fischetti JC, Hovda R, Kyle D, Stroble B, 'Professional development schools: Historical context, changing practices and emerging issues (Guest Editors)', Peabody Journal of Education, 74 (1999) [C3]

1996

Dittmer A, Fischetti JC, 'A no-recipe approach to PDS', Contemporary Education, 67 221-229 (1996) [C1]

1996

Metcalf-Turner P, Fischetti JC, 'Professional development schools: persisting questions and lessons learned', Journal of Teacher Education, 47 292-299 (1996) [C1]

Citations	Scopus - 17Web of Science - 11

1996

Wells R, Fischetti JC, Dittmer A, 'Service learning in teacher education', KBEA Journal, Spring 1996 9-10 (1996) [C1]

1996

Fischetti JC, 'Professional development schools: practices, problems and responsibilities', Metropolitan Universities, 6 123-138 (1996) [C1]

1996

Fischetti JC, Dittmer A, Kyle D, 'Shifting paradigms: Emerging issues for educational policy and practice', The Teacher Educator, 31 189-201 (1996) [C1]

Citations	Scopus - 1

1993

Dittmer A, Fischetti J, Kyle DW, 'Constructivist teaching and student empowerment: Educational equity through school reform', Equity and Excellence in Education, 26 40-45 (1993)

DOI	10.1080/1066568930260107
Citations	Scopus - 10

1993

Dittmer A, Fischetti J, Wells Kyle D, 'Constructivist teaching and student empowerment: Educational equity through school reform', Equity and Excellence in Education, 26 40-41 (1993)

DOI	10.1080/1066568930260307

1993

Fischetti J, Dittmer A, Hohmann M, 'Overcoming friendly fire: Restructuring high schools', Equity and Excellence in Education, 26 60-64 (1993)

DOI	10.1080/1066568930260312

1993

Fischetti JC, Dittmer A, Kyle D, 'Constructivist teaching and student empowerment', Equity and Excellence in Education, 26 40-45 (1993) [C1]

1993

Fischetti JC, Dittmer A, Hohmann M, 'Overcoming friendly fire: Restructuring high schools to meet the needs of all students', Equity and Excellence in Education, 26 60-64 (1993) [C1]

1993

Fischetti JC, Dittmer A, 'Special Issue of Kentucky', Equity and Excellence in Education, 26 Guest Editor (1993) [C6]

1990

Maloy R, Jones B, Clark R, Fischetti JC, 'Sustaining interactive partnerships', Contemporary Education, 61 119-124 (1990) [C1]

1990

Fischetti JC, 'The vocational/academic paradox: Who is really at risk?', The Network, Spring 1990 . (1990) [C3]

1989

Fischetti JC, Maloy R, Heffley J, 'Undergraduates Tutoring in Secondary Schools: Collaborative Opportunities for Teacher Education.', Action in Teacher Education, 10 9-14 (1989) [C1]

1987

CLARK RJ, FISCHETTI JC, 'CANDIDATE SELECTION IN A 5TH YEAR TEACHER-EDUCATION RECRUITMENT MODEL - A MULTISTAGE PARTNERSHIP APPROACH', JOURNAL OF TEACHER EDUCATION, 38 26-30 (1987) [C1]

DOI	10.1177/002248718703800207
Citations	Scopus - 2Web of Science - 2

1985

Maloy R, Fischetti JC, 'The work of school improvement teams: A qualitative perspective', Educational Horizons, 63 164-168 (1985) [C1]

1985

Fischetti JC, Allen D, '3 R's don't make a write: TRUST as a framework of basic skills', Workplace Democracy, 11 14-24 (1985) [C1]

Show 47 more journal articles

Review (1 outputs)

Year

Citation

Altmetrics

Link

2016

Fischetti JC, 'Educational leadership: building bridges among ideas, schools and nations (2016)

DOI	10.1080/00220620.2015.1034581

Conference (6 outputs)

Year

Citation

Altmetrics

Link

2023

Ledger S, Mariana N, Zuhdi U, Rappa NA, Fischetti J, 'Identifying Teaching Skills of Indonesian Prospective Elementary Teachers with Microteaching Technology 2.0', Online (2023)

DOI	10.2991/978-2-38476-008-4_63
Co-authors	Susan Ledger

2016

Roberts RD, Olaru G, Weiss S, Livert D, Merget K, Fischetti J, 'Measuring personality and emotional intelligence in prospective chefs', PERSONALITY AND INDIVIDUAL DIFFERENCES (2016)

DOI	10.1016/j.paid.2016.05.278

2007

Coleman H, Fischetti JC, 'A report card to evaluate educational capacity', CREATE 2007, . (2007) [E3]

1990

Fischetti JC, Aaronsohn E, 'Cooperation Starts Inside Schools of Education: Teacher Educators as Collaborators', Teacher Education Monograph number 10, Anaheim, CA (1990) [E3]

1989

Fischetti JC, Dittmer A, Ochs V, Clark R, 'The Summer Experiences of Two Model School/University Teacher Education Partnerships', ERIC Clearinghouse on Teacher Education, Anaheim, CA (1989) [E3]

1987

Fischetti JC, Dandridge W, 'Building a new profession: A teachers' working conference', The Massachusetts Field Center for Teaching and Learning, . (1987) [E3]

Show 3 more conferences

Other (1 outputs)

Year	Citation	Altmetrics	Link
2003	Fischetti JC, Sherrill D, 'Incorporating ExamView into our Methods Classes (invited)', ExamView Newsletter Winter 2004 ( pp.Online): ExamView (2003) [O1]

Report (9 outputs)

Year

Citation

Altmetrics

Link

2019

Imig S, Fischetti J, 'Final Report on the Comprehensive Coaching Support Program for the Catholic Schools Office Diocese of Maitland/Newcastle', Catholic Schools Office of Maitland-Newcastle, 35 (2019)

Co-authors	Scott Imig

2019

Imig S, Fischetti J, Thapliyal N, Riley J, '2018 Professional Learning Partnership Coaching the Quality Learning Organisation', Warners Bay High School (2019)

Co-authors	Joanne Riley, Scott Imig, Nisha Thapliyal

2018

Gruppetta M, Southgate E, Ober R, Cameron L, Fischetti J, Thunig A, et al., 'Yarning the way: The role of Indigenous education paraprofessionals in guiding the post-school transitions of Aboriginal and Torres Strait Islander youth', Australian Government Department of Education and Training, 17 (2018)

Co-authors	Erica Southgate

1995

Fischetti JC, et al, 'Assessing the impact of high school restructuring in Kentucky', The Kentucky Institute for Education Research, Frankfort, KY (1995) [R1]

1995

Simpson K, Dittmer A, Fischetti JC, Lowe M, Sandidge R, Stroble E, 'The status of the Kentucky secondary school', The University of Kentucky and University of Louisville Joint Center for the Study of Educational Policy , Lexington, KY (1995) [R1]

1994

Fischetti JC, Dittmer A, 'Restructuring high schools to meet the needs of all students', University of Kentucky/ University of Louisville Joint Center for the Study of Education Policy, . (1994) [R1]

1993

Fischetti JC, 'The task force on high school restructuring final report', Kentucky Department of Education, Frankfort, KY (1993) [R1]

1992

Kyle D, Dittmer A, Fischetti JC, Portes P, 'Aligning the Kentucky teacher internship program with the Kentucky education reform act', Kentucky Department of Education, Frankfort, KY (1992) [R1]

1984

Allen D, Fischetti JC, Maloy R, 'Considerations on the establishment of a New Jersey teacher academy: A teacher preparation/teacher renewal alternative', State of New Jersey Commission to Improve Teacher Education for in-state use (1984) [R1]

Show 6 more reports

Thesis / Dissertation (1 outputs)

Year	Citation	Altmetrics	Link
2022	Ralston M, Translating the Disability Standards for Education 2005 into Practice, University of Newcastle (2022)

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Grants and Funding

Summary

Number of grants	15
Total funding	$628,734

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

20211 grants / $96,800

Culturally Sensitive Evaluation Framework$96,800

Funding body: NSW Department of Education

Funding body	NSW Department of Education
Project Team	Nathan Towney, Kath Butler, John Fischetti, James Ballangarry, James Ladwig, Penny Jane Burke, Susan Ledger, Matt Lumb
Scheme	Research Project
Role	Investigator
Funding Start	2021
Funding Finish	2023
GNo
Type Of Funding	Other Public Sector - State
Category	2OPS
UON	N

20201 grants / $10,000

Evaluations of Students, Parents and Staff with the Maitland/Newcastle Catholic Diocese$10,000

Funding body: Diocese of Maitland-Newcastle Catholic Schools Office

Funding body	Diocese of Maitland-Newcastle Catholic Schools Office
Project Team	Professor John Fischetti, Mrs Debbie Lynch, Research Assistant
Scheme	Small Research Consultancy
Role	Lead
Funding Start	2020
Funding Finish	2020
GNo
Type Of Funding	Other Public Sector - Local
Category	2OPL
UON	N

20191 grants / $112,727

Thought Leaders Network: building a transformative knowledge community$112,727

Funding body: NSW Department of Education

Funding body	NSW Department of Education
Project Team	Professor Kylie Shaw, Professor Allyson Holbrook, Associate Professor Scott Imig, Professor John Fischetti, Professor John Fischetti, Professor Allyson Holbrook, Associate Professor Scott Imig
Scheme	Research Project
Role	Investigator
Funding Start	2019
Funding Finish	2021
GNo	G1900866
Type Of Funding	C2300 – Aust StateTerritoryLocal – Own Purpose
Category	2300
UON	Y

20182 grants / $31,500

Building Principal Capacity$27,000

Funding body: Office of Catholic Schools

Funding body	Office of Catholic Schools
Project Team	Dr Scott Imig
Scheme	Building Principal Capacity
Role	Investigator
Funding Start	2018
Funding Finish	2018
GNo
Type Of Funding	External
Category	EXTE
UON	N

Research Consultancy$4,500

Funding body: Trinity Bay State High School

Funding body	Trinity Bay State High School
Project Team	Professor John Fischetti
Scheme	Small Research Consultancy
Role	Lead
Funding Start	2018
Funding Finish	2018
GNo	G1701637
Type Of Funding	C2400 – Aust StateTerritoryLocal – Other
Category	2400
UON	Y

20178 grants / $224,176

Girls in Maths$129,382

Funding body: Margaret Bowers Estate

Funding body	Margaret Bowers Estate
Project Team	Laureate Professor Jennifer Gore, Professor John Fischetti, Professor Elena Prieto-Rodriguez, Doctor Adam Lloyd, Doctor Leanne Fray
Scheme	Research Grant
Role	Investigator
Funding Start	2017
Funding Finish	2018
GNo	G1700309
Type Of Funding	C3300 – Aust Philanthropy
Category	3300
UON	Y

Effectiveness of Systems and Environment in Meeting Student Needs$32,070

Funding body: Diocese of Maitland-Newcastle Catholic Schools Office

Funding body	Diocese of Maitland-Newcastle Catholic Schools Office
Project Team	Professor John Fischetti
Scheme	Small Research Consultancy
Role	Lead
Funding Start	2017
Funding Finish	2020
GNo	G1700496
Type Of Funding	C3200 – Aust Not-for Profit
Category	3200
UON	Y

Assessment for Graduate Teaching (AfGT)$27,660

Funding body: Australian Institute for Teaching and School Leadership (AITSL)

Funding body	Australian Institute for Teaching and School Leadership (AITSL)
Project Team	Laureate Professor Jennifer Gore, Professor John Fischetti, Associate Professor Jess Harris, Doctor Drew Miller, Associate Professor Robert Parkes, Mr Rob Metcalfe, Associate Professor Larissa Mclean Davies
Scheme	Research Grant
Role	Investigator
Funding Start	2017
Funding Finish	2017
GNo	G1701198
Type Of Funding	C3100 – Aust For Profit
Category	3100
UON	Y

TeachLive Implementation Research Consultancy$14,000

Funding body: Teachers Mutual Bank

Funding body	Teachers Mutual Bank
Project Team	Professor John Fischetti
Scheme	Small Research Consultancy
Role	Lead
Funding Start	2017
Funding Finish	2020
GNo	G1700549
Type Of Funding	C3100 – Aust For Profit
Category	3100
UON	Y

Supporting School-based Higher Degree Research Cohorts as Professional Learning - Research Consultancy$13,636

Funding body: Knox Grammer School

Funding body	Knox Grammer School
Project Team	Professor Kylie Shaw, Professor John Fischetti
Scheme	Research Grant
Role	Investigator
Funding Start	2017
Funding Finish	2017
GNo	G1701137
Type Of Funding	C3200 – Aust Not-for Profit
Category	3200
UON	Y

Educational futures: exploring emerging educational models in regional NSW and their impact upon student engagement and access to higher education$3,728

Funding body: University of Newcastle

Funding body	University of Newcastle
Project Team	Professor Penny Jane Burke, Professor John Fischetti, Doctor Matthew Bunn, Doctor Matt Lumb
Scheme	Linkage Pilot Research Grant
Role	Investigator
Funding Start	2017
Funding Finish	2018
GNo	G1701351
Type Of Funding	Internal
Category	INTE
UON	Y

Research Supporting School Transformation and Community Engagement$2,200

Funding body: St Ignatius School

Funding body	St Ignatius School
Project Team	Professor John Fischetti
Scheme	Small Research Consultancy
Role	Lead
Funding Start	2017
Funding Finish	2017
GNo	G1700709
Type Of Funding	C3100 – Aust For Profit
Category	3100
UON	Y

Using Research to Impact Transformation in Australian Independent Schools$1,500

Funding body: Association of Independent Schools

Funding body	Association of Independent Schools
Project Team	Professor John Fischetti
Scheme	Research Grant
Role	Lead
Funding Start	2017
Funding Finish	2017
GNo	G1701374
Type Of Funding	C3200 – Aust Not-for Profit
Category	3200
UON	Y

20161 grants / $143,531

Yarning the way: The role of Indigenous education paraprofessionals in guiding the post-school educational pathways of Aboriginal and Torres Strait Island youth$143,531

Funding body: Department of Education

Funding body	Department of Education
Project Team	Associate Professor Maree Gruppetta, Associate Professor Erica Southgate, Professor John Fischetti, Dr Sandy O'Sullivan, Dr Eva McRae-Williams, Dr Peter Stephenson, Professor Liz Cameron, Glenn Auld
Scheme	Higher Education Participation and Partnerships Programme
Role	Investigator
Funding Start	2016
Funding Finish	2016
GNo	G1600147
Type Of Funding	C2110 - Aust Commonwealth - Own Purpose
Category	2110
UON	Y

20151 grants / $10,000

Evaluation of the Just Like You disability awareness program in NSW Schools$10,000

Funding body: Cerebral Palsy Alliance

Funding body	Cerebral Palsy Alliance
Project Team	Professor Max Smith, Professor John Fischetti, Conjoint Associate Professor Ian Dempsey, Doctor Adam Lloyd
Scheme	Project Grant
Role	Investigator
Funding Start	2015
Funding Finish	2016
GNo	G1500678
Type Of Funding	Grant - Aust Non Government
Category	3AFG
UON	Y

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Research Supervision

Number of supervisions

Completed19

Current19

Current Supervision

Commenced	Level of Study	Research Title	Program	Supervisor Type
2023	PhD	An Ethnographic Study Exploring How Phronesis And Tacit Knowledge Is Created In Performing Arts Education.	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2023	PhD	What Contributes to Indigenous Students’ Participation and Sense of Belonging, in Schools Identified as being Successful in Indigenous Student Engagement?	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2022	Masters	How Current Economics Curriculum and Pedagogy Obfuscates Monetary Operations and Leads to Poor Policy Outcomes for the Working Class.	M Philosophy (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2022	PhD	Building Science Capability in Higher Education	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2021	PhD	The Use of Smart Technologies by Secondary Students Inside and Outside of School	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2020	PhD	Leading Change in Time of Crisis: The Implications of a Pandemic on Educational Leadership	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2020	PhD	Secondary Principals' Lived Experiences Leading Innovation	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2020	PhD	Circles of Connectedness: The Capacity of Drama to Empower Educational Communities through Concentricity with the Circle of Courage	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2020	PhD	Education for Learning Equity: Interventions to Support Student Reengagement in High School Education in the Innovation Age	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2019	PhD	Investigating Impacts and Responses to Regional Indigenous Australian Youth Disadvantage	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2019	PhD	Devised Theatre and Contemporary Ensemble: Investigating Creative Practice in Industry and Education	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-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	Principal Supervisor
2018	PhD	The Controversy Behind the Safe Schools Program: Exploring How LGBTI Students are Supported Within Select Schools Across NSW	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2017	PhD	The Stories Behind the Figures: Successes Occurring for Enabling Students That the Data isn't Showing. Is it Time to Revisit the Definition of 'Success' in Higher Education to be More Inclusive?	PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2017	PhD	Aiming for Teacher and Student Excellence: The Confluence Between Professional Learning, Curriculum and Teacher and Student Performance	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2017	PhD	Community Participation in Managing Marginalised Public Schools as an Implementation of Education Policy: A Study to Identify Patterns of Student Engagement/Achievement/Motivation Over Time and at Different Stages in Primary School High School and Beyond	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2017	PhD	An Evaluation of 'Best Practice' Models of Improving Resilience and Well-being in Adolescents	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2016	PhD	Children's Development of Strategising and Positive Dispositions in Music and Mathematics: Implications for Learning in the Primary Classroom	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2015	PhD	Information & Communication Technology Integration in Bangladeshi Primary Schools: Case Studies of Government Primary Schools	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	Rhetoric and Reality: How Universities in Australia realise Equity	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2023	PhD	Perspectives of Vietnamese Academics on Future-focused Skills Development from International Mobility Experiences	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2023	PhD	An Examination of How System Orientated Educational Policies and Processes Affect Leadership of Transformative Schools	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2022	PhD	The Connections Between a Singapore Education and Experience to Professional Success: The Stories, Perceptions and Future Possibilities	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2022	PhD	Translating the Disability Standards for Education 2005 into Practice	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2021	PhD	What if compulsory schooling was a 21st century invention? A Counterfactual Study of Future Schooling	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2021	PhD	Transforming School Systems: The Place of Contemporary Meta-analytics and Systemness	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2021	PhD	Integration of Emerging Educational Technologies by Teachers of Students who are Deaf or Hard of Hearing in New Zealand	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2020	PhD	A Study of a Professional Learning Program for Primary School Teachers Implementing the New South Wales Science and Technology Syllabus	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2020	PhD	An Exploration of the Challenges and Triumphs of Pre-service Health and Physical Education Teachers’ University Journey: A Model for Positive Transition	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2019	PhD	Masks and Education: A Study in the Teaching of Drama and Theatre Studies in the Australian Secondary Curriculum	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2019	PhD	Assessing EFL Speaking Skills in Vietnamese Tertiary Education	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2019	PhD	Negotiating the Labyrinth: Female Executives in Higher Education Leadership in Vietnam and Australia	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2019	PhD	Perceptions of Vietnamese Teachers Towards Incorporating Dialectical Thinking: A Transformational Model of Curriculum and Pedagogy	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2018	PhD	The Potential of Education to Empower: The Perceptions of Ethnic Minority Women in Vietnam	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2018	PhD	School Leaders' Perceptions of the Drivers and Impediments to Site-Based Innovation	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2018	PhD	A Habermasian Analysis of Arab-West Inter-Governmental and Inter-Ambassadorial Relations: Implications for Western Diplomatic Training	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2017	Masters	The Impact Strategy Instruction has on Children with a Deficit in the Phonological Loop of Working Memory and a Reading Disability	M Philosophy (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2016	PhD	The Trajectory of Universal Primary Education and Educational Decentralization in Tanzania 1961-2015: A Nyererean Perspective	PhD (Education), College of Human and Social Futures, The University of Newcastle	Co-Supervisor

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Research Collaborations

The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.

	Country	Count of Publications
	Australia	21
	United States	12
	Canada	1
	Kenya	1
	Pakistan	1

Edit

News

News • 3 Sep 2021

Advice and support for COVID-19 impacted HSC students 

With year 12 students preparing for one of the most disrupted HSC periods in history, a leading education expert provides advice for coping with exam pressure and cautions perceptions that an ATAR is the only path to university.

News • 26 Aug 2020

Silver lining for COVID-19 affected HSC students

In a year that delivered sudden and dramatic disruption for students at all levels, local year 12 and University of Newcastle students have found a silver lining, participating in a clever initiative aimed at reversing COVID-19 chaos.