Professor Susan Ledger
Head of School
School of Education
- Email:susan.ledger@newcastle.edu.au
- Phone: (02) 49212066
Driving equality, excellence and innovation in education
A dedicated educator, researcher and advocate for the teaching profession, Professor Susan Ledger is on a mission to inspire the next generation of teachers, shape the future of education and bring change to the system.
"My research impacts policy and practices related to preparing preservice teachers for the complexity of teaching in the 21st century," says Susan.
"For our future teachers to be life-ready graduates, they need to be prepared to teach diverse students within diverse contexts."
Her high-level goal is simple: she wants policymakers to ensure that equity, excellence and innovation are at the forefront of all policy decisions and recommended practices, in particular for those living in rural, regional and remote areas, multicultural contexts and low socio-economic status (SES).
She believes education is the key to societal improvement and should be valued accordingly.
An SES achiever turned advocate
Susan's passion for education and its ability to improve lives came from her own experience of the system.
As well as being a first-in-family with a degree from a low SES background in regional WA, she spent many years as a teacher in regional, rural, remote and international school settings within Australia, the Asia Pacific and the UK.
During this time, she saw the impact of metro-centric (one-size-fits-all) policy decisions on these diverse contexts and is committed to addressing these inequities within her research.
"There's a need for teachers to understand the importance of equity, excellence and innovation in education and the role that language, culture and mathematics play in providing options for students."
Shortages, complexities and scrutiny
There are several challenges Susan is trying to solve through her research.
One of them is the current shortage of teachers we're seeing globally, coupled with excessive media and political scrutiny of the profession.
Another is the complexity of the teaching profession. Much of teachers' work happens outside of the classroom. This includes designing work programs, working collegially with others, reporting the growth of students systematically with parents, and being diagnostic about their daily decisions.
"As an advocate for teaching, I need to entice good people into initial teacher education (ITE), support them during their degree and ensure that our graduate teachers are job-ready and prepared for the complexity of the profession", she says.
"Conversely, I need to ensure that schools are graduate ready and systemically prepared to support and mentor students as they transition into the workforce."
In doing this work, there are barriers she needs to overcome.
These include the fact that education only draws a small amount of research funding through the Australian Research Council (ARC). This means many new initiatives are difficult to fund or sustain and have required local and creative ways to succeed.
She has also faced structural barriers within organisations and institutions. However, she says this can be more easily overcome if you have the resilience and rigour to support your endeavours.
"Honesty, rational reasoning, and respect usually break through most barriers."
A local, national and global reformer
Susan provides a global-to-local perspective on the teaching profession.
She leads reform by implementing simulation into the initial teacher education program and developing a state, national and international community of practice.
She has initiated a successful 12-month internship program unique to WA and introduced the Post Graduate Certificate in International Education aligned with the International Baccalaureate Teaching and Learning Certificates while at Murdoch University.
As former VP of the Society for the Provision of Education in Rural Australia (SPERA) and Editor of its aligned Journal (AIJRE), she's committed to preparing teachers for living and working in the regions. And her advocacy has seen the appointment of the inaugural Federal Minister for Rural Education.
As Chair of the Australian Council of Deans of Education Network of Professional Experience subgroup, she's also worked alongside other educators committed to improving the practicum experience for our student teachers.
Their recommendations have resulted in changed policies relating to placements during the pandemic and shaping change as navigate 2023.
In part due to a critique by Susan and a team of international collaborators, the Organisation for Economic Co-operation and Development (OECD) global competency measure (part of the PISA suite of measures for school-aged students) has been modified for its next iteration.
The Rural and Remote teacher program (WA) is listed as an online examplar by the OECD.
Susan is also starting an Australian chapter for the Alliance for International Education (AIE), and her research offers solutions for better preparation of teachers for rural, remote postings in Australia, Mexico and South Africa.
Simulating the learning environment
To better prepare teachers for the complexities of teaching, Susan introduced Simlab (Mursion) into Australia in 2017.
This interactive virtual reality (VR) tech offers initial teacher education and an innovative and diagnostic approach to teaching. It can replicate any interaction a teacher experiences within the workplace, from teaching a small class to coping with angry parents.
The art and science of teaching can be practised in a range of simulated learning environments at University of Newcastle: simulated classroom (Mursion), online gaming platform (SimSchool) or 360-degree cylinder (iCAVE). These combined simulated experiences are instrumental in improving the confidence and skill levels of teaching graduates before they go into schools.
"Unlike traditional placements where students teach a diverse range of students in a classroom with the guidance of a tutor, simulation provides a controlled learning environment where all students experience the same interactions, and we can monitor responses and behaviours first-hand,” says Susan.
"This allows us to better prepare students for placement by addressing their specific needs and personalising the program."
Simlab is now being used in five universities: Murdoch, UWA, Swinburne, UNSW and Newcastle.
Inspiring a love of teaching and learning
Susan takes pride in promoting the benefits of education and the role teachers, teaching, schools, and education play in our daily lives.
As an advocate for the teaching profession and a change agent for innovative practice in initial teacher education and schools, she's proud that her work helps inspire and better prepare future teachers.
"I believe that education starts from home and is supported by schools. No matter where you are or what postcode you live in, we all need to develop a love of learning, thirst for knowledge, ability to discern, capacity to survive and a desire to care for others."
Driving equality, excellence and innovation in education
A dedicated educator, researcher and advocate for the teaching profession, Professor Susan Ledger is on a mission to inspire the next generation of teachers, shape the future of education and bring change to the system."My research impacts policy and practices…
Career Summary
Biography
Professor Susan Ledger is Head of School - Dean of Education at University of Newcastle. Susan is a dedicated educator, researcher and advocate for the teaching profession who has a passion for connecting people, places and projects. Susan has had a range of educational experiences in both primary, secondary and tertiary settings around the globe. Her recent publications explore how rural and international fields of study complement and compete with each other. In 2017, she introduced SimLab@Murdoch (Mursion), an immersive platform that simulates classrooms into the preparation of initial teacher educators. Newcastle has introduced three technology platforms to support ITE students: Sim School; SimTeach (Mursion) and SimCAVE. These platforms are used as diagnostic tools to target different areas of development for our future teachers.
Susan's current research interests intersect three research fields: policies and practices related to teacher education; preparing to teach in diverse contexts (international & remote); and the use of mixed reality simulations to better prepare students for these contexts.
Susan provides a global to local perspective on the teaching profession, leading reform by implementing simulation into the initial teacher education program at University of Newcastle. Susan's initiated a successful 12month internship program unique to WA and introduced the Post Graduate Certificate in International Education aligned with the International Baccalaureate Teaching and Learning Certificates whilst at Murdoch.
As Head of School - Dean of Education at UoN she is responsible for transforming teacher education, advocating for the profession and developing partnerships between schools, universities and educational sectors.
Susan enjoys working collaboratively and has developed friendships and partnerships with researchers, organisations and practitioners around the globe.
Qualifications
- Doctor of Philosophy, University of Western Australia
- Bachelor of Education, Edith Cowan University
- Diploma of Teaching, Western Australian College of Advanced Education
- Master of Education, Murdoch University
Keywords
- Diverse Schooling
- Literacy & Language
- Rural & Remote Education
- Simulation in Teacher Education
- Teacher Education
- international Education
Languages
- English (Mother)
- Indonesian (Working)
Fields of Research
Code | Description | Percentage |
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390401 | Comparative and cross-cultural education | 33 |
390307 | Teacher education and professional development of educators | 33 |
390201 | Education policy | 34 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Professor | University of Newcastle School of Education Australia |
Awards
Award
Year | Award |
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2022 |
Citation for Outstanding Contribution to Student Learning Australian Awards for University Teaching |
2020 |
2020 Australian Financial Review - Technology in Higher Ed Award Australian Financial Review |
2016 |
Exemplary Practice for Professional Experience Australian Institute for Teaching and School Leadership (AITSL) |
2015 |
Early Career Award Western Australia Institute of Educational Research |
2015 |
Murdoch VC Citation for Excellence in Enhancing Learning Award Murdoch University |
2014 |
Australian Rural Educators Award for University School Partnerships Society for the Provision of Education in Rural Australia (SPERA) |
2014 |
Award for Excellence in Pre-Service Teacher Support Western Australia Department of Education |
2013 |
Award for Excellence for Internship Program Western Australia Department of Education |
Member
Year | Award |
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2017 |
Life Membership Award Society for the Provision of Education in Rural Australia (SPERA) |
2017 |
Murdoch LEAD Academy Murdoch University |
2017 |
Life Membership Award Society for the Provision of Education in Rural Australia (SPERA) |
Research Award
Year | Award |
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2015 |
University/School Research Award Australian Teacher Education Association [ATEA] |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (2 outputs)
Year | Citation | Altmetrics | Link | ||
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2023 |
Work-Integrated Learning Case Studies in Teacher Education, Springer Nature Singapore (2023)
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2014 |
Ledger S, Vidovich L, O'Donoghue T, Global to Local Curriculum Policy Processes, Springer International Publishing (2014)
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Chapter (9 outputs)
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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]
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2023 |
Ersozlu Z, Ledger S, Swartz M, 'Improving Authenticity of Learning and Assessment: Reflecting on Professional Noticing through 360-Degree Videos', Reimagining Education for the Second Quarter of the 21st Century and Beyond Dilemmas, Challenges, Advancements and Innovations, Brill, Leiden/Boston 83-103 (2023)
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2022 |
Durrant C, Ledger S, 'Blending the old with the new: Year-long secondary english internships in western australia', International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional 146-158 (2022) [B1]
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2021 |
Ersozlu Z, Ledger S, Hobbs L, 'Virtual Simulation in ITE: Technology Driven Authentic Assessment and Moderation of Practice', Authentic Assessment and Evaluation Approaches and Practices in a Digital Era A Kaleidoscope of Perspectives, BRILL, Leiden/Boston 53-68 (2021)
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2020 |
Ledger S, 'Resilience Building for Pre-service Teachers: BRiTE, Micro-Teaching and Augmented Reality/Simulation (BRiTE-AR)', Cultivating Teacher Resilience: International Approaches, Applications and Impact, Springer, Singapore 245-262 (2020) [B1]
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2017 |
Tindall-Ford S, Ledger S, Williams J, Ambrosetti A, 'Immersion programs in Australia: Exploring four models for developing 'classroom-ready' teachers', Educating Future Teachers: Innovative Perspectives in Professional Experience, Springer, Cham, Switzerland 193-215 (2017) [B1]
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Journal article (46 outputs)
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2024 |
Ledger S, Mailizar M, Gregory S, Tanti M, Gibson D, Kruse S, 'Learning to teach with simulation: historical insights', Journal of Computers in Education,
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2024 |
Whipp PR, Morrison C, Ledger S, Geagea A, 'On-entry teacher screening using simulation: capturing and measuring ITE candidates non-academic teaching dispositions', Journal of Education for Teaching, (2024) [C1] Australian universities are mandated to implement non-academic on-entry evaluations for all initial teacher education candidates. Universities have introduced interviews, written ... [more] Australian universities are mandated to implement non-academic on-entry evaluations for all initial teacher education candidates. Universities have introduced interviews, written applications, psychometric tests, and more recently, simulation. This research sought to determine if simulation as an evaluation tool had utility as a measure of teaching dispositions and its utility in measuring candidates¿ pre-existing dispositions such as self-confidence, resilience, and conscientiousness during and after a classroom simulation evaluation session. The mixed method design explored students¿ perceptions of the effectiveness of the simulation tool and evaluation of their own on-entry performance. The findings showed that the utility, fairness and validity of on-entry assessments of this entry requirement were justified and candidates¿ self-confidence as a distal measure of classroom preparedness was affirmed. The implications of these data and findings include the refinement of processes and tools for assessing non-academic teaching dispositions and an expanded evidence base for assessing the suitability of candidates for initial teacher education.
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2023 |
Mason S, Bond M, Ledger S, 'How motherhood enhances and strains doctoral research/ers', Journal of Further and Higher Education, 47 1087-1105 (2023) [C1] Motherhood is often positioned as incompatible with further education, and various cohort studies have revealed the many ways in which mothers are discouraged from and disadvantag... [more] Motherhood is often positioned as incompatible with further education, and various cohort studies have revealed the many ways in which mothers are discouraged from and disadvantaged in higher education. Guided by role theory, we investigated the experiences of more than 1300 ¿PhD mums¿ from across the world as they simultaneously navigate the roles of doctoral researcher and mother (or mother-like role). Using a mixed-methods survey design, qualitative and quantitative results were analysed to reveal the contradictions and complexities of the PhD mum experience, with motherhood both straining and enhancing the doctoral journey. Motherhood may place considerable strains on doctoral researchers, including on their ability to conduct and write-up their research. These strains are exacerbated by inequitable and gendered role expectations, finite resources, and limited support, often at the expense of doctoral researchers¿ physical and mental well-being. However, it is not all negative, and PhD mums can bring a range of skills and attributes that are valuable to individual doctoral studies as well as doctoral programmes and institutions more broadly. The benefits also extend to the PhD mums themselves, their families, and their communities. This paper challenges unfounded assumptions about the commitment and ability of mothers to succeed in doctoral education, but also raises serious concerns about the role of institutions in perpetuating social inequalities while espousing commitment to diversity, equity, access, and inclusion.
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2023 |
Malpique AA, Valcan D, Pino-Pasternak D, Ledger S, Merga M, 'Effect sizes of writing modality on K-6 students writing and reading performance: a meta-analysis', Australian Educational Researcher, (2023) [C1] In many classrooms across the globe, students are expected to comprehend and produce handwritten and computer-generated texts as soon as they start school. As we progress towards ... [more] In many classrooms across the globe, students are expected to comprehend and produce handwritten and computer-generated texts as soon as they start school. As we progress towards digitalisation in education, it has become necessary to understand the effects of writing modality on students¿ literacy performance and development. The current meta-analysis integrates findings from 22 international studies involving 6168 participants, comparing the effects of handwriting and keyboarding on the writing and reading performance of primary-aged students. Moderator analyses were executed to determine if grade level, keyboarding experience, timed measurement of letter writing, types of tasks measuring letter writing fluency, and study design moderated modality effects on writing outcomes. Results revealed a significant effect size when comparing writing quality between handwriting and keyboarding, with students producing better quality passages via handwriting than keyboarding (ES = 0.53). Results also revealed that only grade level significantly moderated the effect size for letter writing fluency and written word production. Findings indicated that handwriting and keyboarding practices are associated with improvements on specific reading skills in primary education, with no clear superiority of modality. We discuss implications for literacy research and teaching both locally and globally.
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2023 |
Bailey L, Ledger S, Thier M, Pitts CMT, 'Global competence in PISA 2018: deconstruction of the measure', Globalisation, Societies and Education, 21 367-376 (2023) [C1] Programme for International Student Assessment (PISA) results have become synonymous with quality benchmarking, determining standards and comparing performance among 15-year-old s... [more] Programme for International Student Assessment (PISA) results have become synonymous with quality benchmarking, determining standards and comparing performance among 15-year-old students in countries around the globe. Concern, however, exists with the utility and consequential validity of the newest measure to the suite of the OECD¿s PISA tests: its global competence measure. This study continues our examination of the global competence measure by deconstructing how the OECD frames it within the first global competence rankings, which are based on PISA 2018 data. Our study uses Derrida¿s technique of deconstructing texts to critique the five specific claims that the OECD used to underpin the importance of its measures in PISA- policy orientation, innovative concept of literacy, relevance to lifelong learning, regularity, and breadth of coverage. Our analysis exposes the measure¿s silences, unquestioned assumptions and inconsistencies. The aporia evident in the text is of concern for educational policy makers around the globe as it perpetuates global messaging that reinforces dominant discourses and continues to ignore contextual differences. We call for continued critique of the global competence measure and recommend that hyperbole be replaced by contextualisation of any differences it might detect.
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2023 |
Malpique AA, Valcan D, Pino-Pasternak D, Ledger S, Asil M, Teo T, 'The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary', Contemporary Educational Psychology, 75 (2023) [C1] In today's fast-paced digital world, keyboard-based writing has become a key component of daily communication, with students engaging in keyboarding early in their school tra... [more] In today's fast-paced digital world, keyboard-based writing has become a key component of daily communication, with students engaging in keyboarding early in their school trajectories. Nonetheless, there's a lack of systematic studies investigating individual-level factors impacting keyboard-based writing and relationships with the writing instruction typically provided in primary school settings. Using multilevel modelling the current study examined student-level predictors of keyboard-based writing quality and fluency in Year 2 Australian children (N = 544), including keyboarding automaticity, spelling, reading skills, executive functioning, writing attitudes, gender; and classroom-level (N = 47) variables predicting keyboard-based writing, such as teachers¿ preparation and instructional practices for writing. Results revealed that keyboarding automaticity, spelling, word reading, general attitudes toward writing, and gender were uniquely related to compositional quality. Keyboarding automaticity, word reading, and gender were also uniquely related to compositional fluency. Results also showed that female students outperformed their male peers in keyboarding automaticity, compositional quality and fluency, but also on attitudes toward writing and reading comprehension. For classroom-level factors, findings showed time teaching keyboarding positively related to compositional fluency and time teaching handwriting negatively related to compositional quality and fluency. Interactions were also found between gender and time teaching keyboarding, teaching revision and planning strategies, and specific student-level factors. The novel findings from this study suggest that, to support Year 2 students¿ keyboard-based writing, attention must be placed on multiple components predicting students¿ writing performance.
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2023 |
Rappa N, Ledger S, 'Pre-service teachers' reflections on their challenging experiences interacting with a parent avatar: Insights on deepening reflection on the simulation experience', JOURNAL OF EDUCATION FOR TEACHING, 49 311-325 (2023) [C1]
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2023 |
Siang See Z, Ledger S, L Goodman L, Matthews B, Jones D, Fealy S, et al., 'Playable Experiences Through Technologies: Opportunities and Challenges for Teaching Simulation Learning and Extended Reality Solution Creation', Journal of Information Technology Education: Innovations in Practice, 22 067-090 [C1]
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2023 |
Guenther J, Fuqua M, Ledger S, Davie S, Cuervo H, Lasselle L, Downes N, 'The Perennials and Trends of Rural Education', Australian and International Journal of Rural Education, 33 1-29 [C1]
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2023 |
Malpique AA, Valcan D, Pino-Pasternak D, Ledger S, Kelso-Marsh B, 'Shaping young children s handwriting and keyboarding performance: Individual and contextual-level factors', Issues in Educational Research, 33 1441-1460 (2023) [C1] There is a strong body of research showing associations between handwriting automaticity and children¿s writing performance. However, less is known about keyboarding automaticity ... [more] There is a strong body of research showing associations between handwriting automaticity and children¿s writing performance. However, less is known about keyboarding automaticity and young students¿ writing performance. We investigated the relationship between handwriting and keyboarding automaticity and writing performance in both modalities in a sample of 49 students, as well as children¿s attitudes toward writing in each modality. We also examined the frequency and the nature of the teaching strategies implemented to support children¿s writing development at school, and the writing practices and support that children reported experiencing at home. Our findings showed statistically significant associations between letter writing automaticity in both modalities and the quality and the length of Year 2 children¿s handwritten and keyboarded texts. Results further suggested statistically significant moderate to strong associations between all handwriting and keyboarding variables assessed. While our findings concur with research stressing the importance of preparing students to become ¿hybrid¿ writers by mastering both handwritten and keyboarding modalities, they also stress the need to examine contextual factors, such as teaching and home writing practices, to gain a more comprehensive view of factors impacting children¿s writing acquisition and development. |
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2022 |
Page A, Vira A, Ledger S, Mosen J, Anderson J, Charteris J, Boyle C, 'Pacific Inclusive Education Model: Addressing dichotomies to ensure positive outcomes.', Journal of Education Policy, (2022) [C1]
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2022 |
Malpique ADA, Valcan D, Pino-Pasternak D, Ledger S, 'Teaching writing in primary education (grades 1-6) in Australia: a national survey', READING AND WRITING, 36 119-145 (2022) [C1]
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2022 |
Ledger S, Burgess M, Rappa N, Power B, Wong KW, Teo T, Hilliard B, 'Simulation platforms in initial teacher education: Past practice informing future potentiality', Computers and Education, 178 (2022) [C1] Despite evidence promoting simulation platforms as effective modes of learning, virtual simulation is underutilised in Australian Initial Teacher Education (ITE) programs, and as ... [more] Despite evidence promoting simulation platforms as effective modes of learning, virtual simulation is underutilised in Australian Initial Teacher Education (ITE) programs, and as such, casts doubt on the sustainability of next generation simulation platforms. As a case example, we present findings from a systematic review of the literature on the benefits and limitations of Second Life as one of the most widely adopted simulation platforms used in ITE. We reveal salient issues from the literature on Second Life in teacher education that may provide key insight into the sustainability of future simulation platforms in ITE. Grossman's (2009) Pedagogies of practice are used to frame the discussion and offer insight into the opportunities and challenges for educators facilitated by simulation platforms. We recommend broad-based research to capture the transformative pedagogical qualities of simulation platforms and call for an exploration into education policies that both hinder and help the adaptation of next generation simulation platforms within initial teacher education.
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2022 |
Rappa NA, Ledger S, Teo T, Wai Wong K, Power B, Hilliard B, 'The use of eye tracking technology to explore learning and performance within virtual reality and mixed reality settings: a scoping review', Interactive Learning Environments, 30 1338-1350 (2022) [C1] This scoping review examines studies using eye tracking technology to monitor learning and performance in virtual or mixed reality settings. The aim of this review is to describe ... [more] This scoping review examines studies using eye tracking technology to monitor learning and performance in virtual or mixed reality settings. The aim of this review is to describe the various ways in which eye tracking devices have been deployed in relation to key aspects of virtual reality and mixed reality environments, list the eye tracking measures most salient to such environments and identify emergent patterns in the findings that the eye tracking data in the studies reviewed have brought to light. Drawing on these findings, an analytical framework for attending to and analysing eye tracking data is proposed and recommendations for future research using eye tracking to optimise learning and performance within virtual reality and mixed reality environments are discussed.
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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.
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2021 |
Dickson A, Perry LB, Ledger S, 'Challenges of the international baccalaureate middle years programme: Insights for school leaders and policy makers', Education Policy Analysis Archives, 29 (2021) [C1] Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the chal... [more] Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB¿s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB¿s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia¿s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.
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2021 |
Merga MK, Malpique A, Roni SM, Valcan D, Ledger S, 'Teachers perceptions of the impact of COVID-19 on writing instruction in Australia', Issues in Educational Research, 31 1138-1155 (2021) [C1] Education interruption can influence educational outcomes for students, particularly those already experiencing disadvantage. Little is known about how education interruption caus... [more] Education interruption can influence educational outcomes for students, particularly those already experiencing disadvantage. Little is known about how education interruption caused by COVID-19 has influenced the literacy learning of Australian students. This article provides insights into the impact of COVID-19 related education interruption on writing instruction of primary school aged children from the perspectives of their teachers. Drawing on data from a single-stage mixed-methods survey tool, it explores extent of perception of an impact of COVID-19 writing instruction in Australia, as well as capturing data on the nature of this perceived impact. As expected, the COVID-19 pandemic had an impact on writing instruction in the majority of cases, with impact typically perceived to be negative, though for some respondents, an unexpected benefit of the disruption was the collaborative response of educators and education systems. The diverse facets of the nature of this perceived impact were identified by respondents, some of which were related to context and home affordances, with findings highlighting how uneven levels of parental and technological resourcing at home can support or impede student learning of writing skills. The findings can be drawn upon to mitigate barriers to the teaching of writing during times of education interruption.
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2021 |
Whitsed C, Burgess M, Ledger S, 'Editorial Advisory Board Members on Reimagining Higher Education Internationalization and Internationalization of the Curriculum', Journal of Studies in International Education, 25 348-368 (2021) [C1] This research explores how editorial advisory board members across four highly ranked international higher education¿focused journals understand higher education internationalizat... [more] This research explores how editorial advisory board members across four highly ranked international higher education¿focused journals understand higher education internationalization generally, and internationalization of the curriculum (IoC) specifically. Notionally, as gatekeepers, editorial advisory board members hold a powerful strategic position in the scholarly debates that characterize an active discipline, and can indirectly assert a strong influence over the academic direction of the field(s) to which they belong. All editorial advisory members for the journals Higher Education, Studies in Higher Education, Higher Education Research & Development, and the Journal of Studies in International Education were invited to contribute to this research with 25 (N = 25, 30%) consenting to participate. Utilizing qualitative, semi-structured interviewing, participants discussed their views on higher education internationalization, IoC, and the importance of these in the contemporary university. Participants also discussed what dimensions of IoC need to be further addressed in higher education discourses and research, and opportunities and challenges they foresee concerning higher education internationalization now and into the future. Findings reveal, for participants, internationalization continues to be perceived as a multivocal, largely Anglo-European, and neoliberal enterprise which is at a crossroad, and needs to be reimagined for the betterment of all in society. Collectively, participants draw attention to a lack of criticality and problematization within higher education internationalization discourses, and highlighted the need for research, scholarship, and academic leaders to expand the focus of IoC to address future global challenges and needs.
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2021 |
Simanjorang M, Taylor PC, Ledger S, 'Learning to teach from the student s point of view: an ethical call from transformative learning', Reflective Practice, 22 47-59 (2021) [C1] Drawing on an autoethnographic inquiry we present a first-person, narrative account of a mathematics teacher¿s experience of developing an ethically responsible teaching practice.... [more] Drawing on an autoethnographic inquiry we present a first-person, narrative account of a mathematics teacher¿s experience of developing an ethically responsible teaching practice. Reflective commentary on narrative vignettes illustrates the teacher¿s inquiry in the role of researcher as transformative learner. Inspired by transformative learning theory, he engaged in critical self-reflection on his moments of teaching, which prompted him to switch from the teacher¿s point of view and pay heed to his student¿s meaning perspective. This transformation of perspective enabled him to avoid conflict by negotiating a deal with the young resistant learner¿¿a rebel kid¿¿to generate mutual respect, focus on values, and successfully adjust to the student¿s learning trajectory. The result of this inquiry suggests that endeavouring to teach from students¿ points of view is important not only for engaging meaningfully in an educative relationship but also for enhancing the sense of ethical responsibility of both teachers and students.
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2021 |
Ersozlu Z, Ledger S, Ersozlu A, Mayne F, Wildy H, 'Mixed-Reality Learning Environments in Teacher Education: An Analysis of TeachLivE Research', SAGE Open, 11 (2021) [C1] TeachLivE¿, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for stude... [more] TeachLivE¿, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE¿ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications¿journal articles (23), conference proceedings (12), and thesis dissertations (20)¿were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, ¿instructional skills development¿ and ¿integration of TeachLivE¿ in teacher education¿ were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE¿. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used ¿in the classroom¿ but rather ¿as the classroom.¿
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2021 |
Ledger S, Masinire A, Diaz MDA, Burgess M, 'Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in australia, south africa, and mexico', Education Policy Analysis Archives, 29 (2021) [C1] The Organisation for Economic Cooperation and Development (OECD) has highlighted a ¿vicious cycle of decline¿ in rural, regional and remote (RRR) regions, with significant inequal... [more] The Organisation for Economic Cooperation and Development (OECD) has highlighted a ¿vicious cycle of decline¿ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries-Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.
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2021 |
Sproul J, Ledger S, MacCallum J, 'A Review of Digital Media Guidelines for Students with Visual Light Sensitivity', INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 68 222-239 (2021) [C1]
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2021 |
Ledger S, Fuqua M, 'Editorial Disruption, Diversity, and Dynamic Developments in Rural Education During COVID-19', Australian and International Journal of Rural Education, 31 1-7 (2021)
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2020 |
Dickson A, Perry LB, Ledger S, 'Challenges impacting student learning in the International Baccalaureate Middle Years Programme', Journal of Research in International Education, 19 183-201 (2020) [C1] While the International Baccalaureate¿s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challen... [more] While the International Baccalaureate¿s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP¿s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP¿s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.
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2020 |
Dickson A, Perry LB, Ledger S, 'Letting Go of the Middle Years Programme: Three Schools Rationales for Discontinuing an International Baccalaureate Program', Journal of Advanced Academics, 31 35-60 (2020) [C1] International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity... [more] International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic¿they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and individual teacher challenges. Although our small sample prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.
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2020 |
Ledger S, Kawalilak C, 'Conscientious internationalisation in higher education: contextual complexities and comparative tensions', Asia Pacific Education Review, 21 653-665 (2020) [C1] In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit¿s (Strategies ... [more] In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit¿s (Strategies for the internationalisation of higher education. A comparative study of Australia, Canada, Europe and the USA. European Association for International Education, Amsterdam, 1995) comparison of internationalisation in four higher education contexts. Guided by humanitarian factors that impact internationalisation in higher education contexts, authors find convergence and divergence with de Wits earlier study. A critical policy lens is employed to further analyse, probe and pose critical questions related to people, philosophy, place, processes, and power (5Ps). Authors argue that the intent (philosophy) of institutions (place) to internationalise (process) are impacted by the interests (power) of individuals and institutions (people) and these often conflict with descriptions and ideals of internationalisation. The authors offer conscientious internationalisation (CI) to recalibrate discourse and practices embedded in the internationalisation of higher education. CI prioritises ethics over markets. It is characterized as practices and processes informed by constitutive principles and ethical practices that amplify equity, reciprocity, and integrity.
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2020 |
Jamaludin R, McKAY E, Ledger S, 'Are we ready for Education 4.0 within ASEAN higher education institutions? Thriving for knowledge, industry and humanity in a dynamic higher education ecosystem?', Journal of Applied Research in Higher Education, 12 1161-1173 (2020) [C1] Purpose: The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast... [more] Purpose: The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR). Design/methodology/approach: This study used a mixed method research design using quantitative data from a Likert scale of 1¿5, involving: (1) Not Ready; (2) Ready; (3) No Sure; (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity). Findings: This study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high; yet concern was raised about the financial and managerial readiness of institutions across the region. Originality/value: This study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 ¿ knowledge, industry and humanity within the ASEAN region.
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2020 |
Ledger S, Ure C, Burgess M, Morrison C, 'Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice', Higher Education Studies, 10 116-116 (2020) [C1]
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2020 |
Ledger S, 'Communities of Practice: Global and Local Principles, Policies, Practicalities and Participation', Australian and International Journal of Rural Education, 30 I-VI (2020)
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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]
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2019 |
Ledger S, Fischetti J, 'Micro-teaching 2.0: Technology as the classroom', Australasian Journal of Educational Technology, 36 37-54 (2019) [C1]
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2019 |
Ledger S, Thier M, Bailey L, Pitts C, 'OECD's Approach to Measuring Global Competency: Powerful Voices Shaping Education', TEACHERS COLLEGE RECORD, 121 (2019) [C1]
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2019 |
Merga MK, Ledger S, 'Teachers' attitudes toward and frequency of engagement in reading aloud in the primary classroom', LITERACY, 53 134-142 (2019) [C1]
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2019 |
Ledger S, 'ENGAGEMENT, EMPOWERMENT AND EQUITY IN RURAL EDUCATION', Australian and International Journal of Rural Education, 29 1-7 (2019)
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2018 |
Ledger S, Merga MK, 'Reading aloud: Children's attitudes toward being read to at home and at school', Australian Journal of Teacher Education, 43 124-139 (2018) [C1] Whilst there exists a plethora of research about the benefits of reading aloud on children's literacy development and a range of government reports highlighting the positive ... [more] Whilst there exists a plethora of research about the benefits of reading aloud on children's literacy development and a range of government reports highlighting the positive investment return on early intervention strategies such as reading aloud, most literature is presented from an adult perspective. Limited research exists on children's attitudes toward being read to at home or school or the frequency of reading aloud practices that occur within these contexts. This mixed method study examines reading aloud practices in schools (N=21) and homes (N=220). It captures the attitude toward reading aloud practices from the viewpoint of 220 children aged between 6-12 years of age (Grade 1-6) across a representative range of diverse school contexts in Western Australian. The findings identify specific reading aloud practices, patterns of frequency and perceived barriers to reading aloud in the classroom and at home. The study provides support for the practice of reading aloud to be continued past the period of acquisition and independent reading. It raises concern about the low frequency of reading aloud practices at home and school and the early signs of a literacy. It also highlights the limited attention to affective domains of reading that occur in schools.
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2018 |
Ledger S, Vidovich L, 'Australian teacher education policy in action: The case of pre-service internships', Australian Journal of Teacher Education, 43 11-29 (2018) [C1] Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the... [more] Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the variance available in terms of structure, length of time and purpose. However, little research on teacher internships has been reported within a policy context. This study employs a modified 'policy trajectory' framework to capture the impact of teacher internship models emerging from policy reform in Australia driven by the National Partnership Agreement on Improving Teacher Quality Program (NPTQ). It highlights how policy contexts and practices are inextricably interconnected and influenced by key policy 'threads' related to people, philosophy, place, processes and power (5Ps). Significant benefits of internships are revealed. Variations in resourcing, influence and local conditions evidence enactment of NPTQ resulted in uneven and potentially inequitable outcomes. The authors call for more research, transparency and enhanced accountability for government investment for internships.
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2018 |
Dickson A, Perry LB, Ledger S, 'Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature', Journal of Research in International Education, 17 240-261 (2018) [C1] International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and lea... [more] International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders¿ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.
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2018 |
Merga MK, Ledger S, 'Parents' views on reading aloud to their children: Beyond the early years', Australian Journal of Language and Literacy, 41 177-189 (2018) [C1] While children benefit from exposure to reading aloud at home, relatively little is known about parents' perceptions of the practice. Reading aloud supports development of a ... [more] While children benefit from exposure to reading aloud at home, relatively little is known about parents' perceptions of the practice. Reading aloud supports development of a range of reading and cognitive skills, provides a valuable opportunity for focused interaction between parents and children, and enhances children's attitudes toward reading. This paper reports on data from the mixed-methods 2016 Western Australian Study in Reading Aloud collected from consenting parents at 14 primary schools. Findings explore frequency of reading aloud to children at home, parental attitudes toward the practice, duration of reading sessions, and perceived barriers to reading aloud. Findings give educators insight into the home literacy learning context, as well as illustrating the barriers contemporary families perceive in supporting their children's literacy development at home.
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2017 |
Dickson A, Perry LB, Ledger S, 'How accessible is IB schooling? Evidence from Australia', Journal of Research in International Education, 16 65-79 (2017) [C1] This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB pr... [more] This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.
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2015 |
Ledger S, Vidovich L, O Donoghue T, 'International and Remote Schooling: Global to Local Curriculum Policy Dynamics in Indonesia', Asia-Pacific Education Researcher, 24 695-703 (2015) The present paper fills a void in the literature by focusing on curriculum policy processes in schools that are both remote and international. It is based on an analysis of the co... [more] The present paper fills a void in the literature by focusing on curriculum policy processes in schools that are both remote and international. It is based on an analysis of the complex interrelationships between international and remote education; between ¿the global¿ and ¿the local¿. It maps the dynamics of curriculum policy processes in three remote international schools in Indonesia and their journey in adopting the International Baccalaureate Primary Years Program (IBPYP). Whilst the study reported was primarily focused on how teachers made meaning of the IBPYP and the micro-politics involved, the significance of accelerating globalization required an examination of accompanying national, regional and global influences embedded in the complex curriculum policy processes. The concept of a ¿policy trajectory¿ provided a framework for the research. After analysis of findings, a model was constructed to capture the dynamics of curriculum policy processes along the entire trajectory from global to local levels.
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Show 43 more journal articles |
Conference (9 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 |
Ledger S, Prieto E, Smith J, Ferguson-Patrick K, Roy D, Donnelly D, 'Mid-Career Teachers Who and why are people entering a profession under pressure?', Sydney (2023)
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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)
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2022 | Ledger S, Morrison C, Hilton AL, Bartlett C, Morrisey C, Parks M, et al., 'Mentor teacher participation in professional experience: Implications and considerations of rapid workforce change', University of South Australia City West Campus (2022) | |||||||
2019 |
Ledger S, 'Simulation in Higher Education: Choice, Challenges and Changing Practice', Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019), Surabaya, Indonesia (2019) [E1]
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Show 6 more conferences |
Presentation (2 outputs)
Year | Citation | Altmetrics | Link |
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2023 | Ledger S, Mailizar M, 'Teacher Shortages Requiring Collaborative Efforts on Challenging COVID-19', (2023) | ||
2022 | Ledger S, Christensen R, Hillaire G, Marvez GR, Azukas E, Holben D, Gregory S, 'Using Virtual Simulations in Teacher Education to Develop Equitable Teaching Strategies', (2022) |
Report (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2022 |
Sharp H, Miller A, Ledger S, Birch R, Ritchie D, 'A systematic literature review of decodable and levelled reading books', Cengage Learning Australia, 58 (2022)
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Grants and Funding
Summary
Number of grants | 13 |
---|---|
Total funding | $2,648,144 |
Click on a grant title below to expand the full details for that specific grant.
20242 grants / $100,000
Evaluating the impact of implementing Innovative Learning Environments for Inclusive Practices in Pacific Schools$50,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Angela Page, Dr Joanna Anderson, Prof Christopher Boyle, A/Prof Jennifer Charteris, Professor Susan Ledger |
Scheme | Internal Competitive Schemes |
Role | Investigator |
Funding Start | 2024 |
Funding Finish | 2024 |
GNo | G2400001 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Evaluating the impact of implementing Innovative Learning Environments for Inclusive Practices in Pacific Schools$50,000
Funding body: Diocese of Maitland-Newcastle Catholic Schools Office
Funding body | Diocese of Maitland-Newcastle Catholic Schools Office |
---|---|
Project Team | Doctor Angela Page, Dr Joanna Anderson, Prof Christopher Boyle, A/Prof Jennifer Charteris, Professor Susan Ledger |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2024 |
Funding Finish | 2024 |
GNo | G2400003 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20231 grants / $9,664
Evaluating the impact of implementing Innovative Learning Environments for Inclusive Practices in Pacific Schools$9,664
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Angela Page (Lead) Susan Ledger (Co-Investigator) |
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20223 grants / $958,572
Technology-enhanced Mathematics Retraining for Quality Teaching$625,060
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Professor Elena Prieto-Rodriguez, Associate Professor Debra Donnelly, Professor Susan Ledger, Doctor Greg Preston |
Scheme | Teacher Retraining Grant |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2200636 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
NSW University Teacher Education Advanced Cohort: Mid-Career Program$266,517
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Professor Susan Ledger, Associate Professor Debra Donnelly, Robyn Gibson, Will Letts, Jackie Manuel, Professor Elena Prieto-Rodriguez, Doctor David Roy, Alyson Simpson, Doctor Jordan Smith, Daryl South, Melanie Sugumaran, Debra Talbot, Matthew Thomas, Jim Tognolini, Tace Vigliante, Matthew Winslade |
Scheme | Mid-Career Program Grant |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2025 |
GNo | G2201017 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
DSE Elaborations to the Australian Professional Standards for Teachers$66,995
Funding body: Australian Institute for Teaching and School Leadership (AITSL)
Funding body | Australian Institute for Teaching and School Leadership (AITSL) |
---|---|
Project Team | Associate Professor Jill Duncan, Professor Susan Ledger, Doctor Michelle Ralston |
Scheme | RFQ - DSE Elaborations to the Teacher Standards |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2201037 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20214 grants / $867,908
Speculative social science fiction of digitalisation of higher education: towards a humanised digital future?$738,413
Funding body: Academy of Finland
Funding body | Academy of Finland |
---|---|
Project Team | Juha Souranta, Marko Teras, Hanna Teras (Tempere Finland) Felicitas Macgilchrist (Germany), Paul Prinsillo (South Africa), Peter Jandric (Croatia) |
Scheme | Centre of Excellence |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2025 |
GNo | |
Type Of Funding | International - Competitive |
Category | 3IFA |
UON | N |
NSW Education Waratah Scholarships $100,000
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Professor Susan Ledger, Professor Susan Ledger |
Scheme | NSW Education Waratah Scholarships |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2024 |
GNo | G2100024 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Mixed Reality Learning Environment Lab: Interdisciplinary & International Research in Higher Education$20,000
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Equipment and Infrastructure |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Writing for all: Studying the development of handwriting and keyboarding skills in the Early Years$9,495
Funding body: Ian Potter Foundation
Funding body | Ian Potter Foundation |
---|---|
Project Team | Professor Susan Ledger, Anabela Malpique |
Scheme | Education |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2023 |
GNo | G2101164 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20202 grants / $697,000
LEAP program: Science, Math, English, retraining$500,000
Funding body: Murdoch University
Funding body | Murdoch University |
---|---|
Scheme | Teaching and Learning Grant |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Writing For All: Studying the development of writing and keyboard skills in the early years$197,000
Funding body: Ian Potter Foundation
Funding body | Ian Potter Foundation |
---|---|
Project Team | Malpique, Merga, Pino Pasternak, Ledger |
Scheme | Education |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | C1700 - Aust Competitive - Other |
Category | 1700 |
UON | N |
20191 grants / $15,000
SHEE Small Research Grant: Pain Simulation$15,000
Funding body: Murdoch University
Funding body | Murdoch University |
---|---|
Scheme | Unknown |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | Developing The Skills And Capabilities Of Early Career Teachers Through Strength-Based Mentoring | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | The Influence of Deaf Role Models for Deaf Children Born into Hearing Families | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Health and Physical Education reform in Australia: A historical study of PDHPE curriculum development | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | How Critical Thinking May Be Enhanced By Machine Learning/Artificial Intelligence In Secondary (High School) Mathematics | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Experiences of Early Career Teachers Teaching Support Classes for Students with Emotional Disturbances. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Service-learning in IB Schools: Building a Bridge to Culturally Connected Communities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Transforming the Conventional Teachers’ Professional Development Program (TPD) into the New TPD’s Model through the Integration of ICT to Enhance Teachers’ Professionalism in Aceh Province, Indonesia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | How Does The Explore Phase Allow For All Learners To Actively Engage In Mathematical Learning? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Morphing into Leaders: Women Leaders in the International School Ecosystem. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Being Gifted In Australian Christian Middle Schools: Student Perspectives | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | Masters | Among the Students with Giftedness, How are Students with Giftedness and a Learning Disability Identified? | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Developing simulation pathways: the potential of new educational models in post compulsory education to meet emergent technocentric industrial needs for the simulation workforce. | PhD (Information Technology), College of Engineering, Science and Environment, The University of Newcastle | Co-Supervisor |
2021 | PhD | Developing Policies for Twice-exceptional students in Saudi Arabia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Attitude of Vanuatu Community Members Towards Inclusive Education in Vanuatu Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | What are the Unwritten Expectations That Rural Communities Hold Regarding the Role of Their Local Combined Sector Principal? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | Masters | Time to move on: Internships, career progression and retention of early-career teachers | Education, Murdoch University | 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 | Co-Supervisor |
2019 | PhD | Investigating Mentoring Interactions During EFL Teaching Practicum in Indonesia: A Socio-Cultural Perspective | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | The Impact of Mixed Reality Learning Environments on the Preparation of Preservice Early Childhood Teachers | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | What are children's' perspectives of themselves as learners in a virtual world? (Minecraft gameplay) | Education, Murdoch University | Co-Supervisor |
2019 | PhD | Culturally Based English Language Teaching Strategies for Islamic Higher Education in Indonesia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2021 | PhD | Afrikaans immigrant students in WA: Ethnic identify and educational experiences | Education, Murdoch University | Principal Supervisor |
2020 | Masters | Alumni perspectives of elite education: Was it worth it? | Education, Murdoch University | Co-Supervisor |
2020 | PhD | Visual light hypersensitivity, classroom digital media and inclusive pedagogy: Untangling the maze | Education, Murdoch University | Co-Supervisor |
2019 | Masters | English teachers and the Asia Literacy Priority: Is it really a priority? | Education, Murdoch University | Principal Supervisor |
2019 | Professional Doctorate | International Baccalaureate’s Middle Years Programme: Liberation or suffocation? | Education, Murdoch University | Co-Supervisor |
2017 | PhD | Transforming Mathematic Problems in Indonesian Primary schools by embedding Islamic and Indonesian Contexts | Education, Murdoch University | Co-Supervisor |
2016 | PhD | Integrating Ethics into Mathematics Education: A philosophical auto-ethnographic inquiry into Indonesian Mathematics Education | Education, Murdoch University | Co-Supervisor |
Research Projects
Simulation in Teacher Education 2020 -
ARC Discovery Grant working with Murdoch, UNE, University of Central Florida, UWA.
12 Month Internships 2011 -
National Quality Teaching and School Partnership Funding (2011) designed, delivered, reviewed, remodelled and continually improved the 12month internship program for ongoing sustainability.
Alliance of International Education - Australian Chapter 2019 -
Lead the development of an Australian Chapter for the Alliance of International Education
Preparing PSTs for Rural and Remote Contexts - Mexico, Australia, Sth Africa 2018 -
Joint research program with Witssatersrand University South Africa, Universidad Nacional Autonoma de Mexico
NSWCDE & NESA Innovative Approaches to ITE and Professional Experience Working Group 2021 -
NSWCDE & NESA Working Party to explore and promote innovative approaches to ITE and Professional Experience
Writing for All: Handwriting and Keyboarding skills in the Early Years 2020 -
A joint project led by Anabela Malpique (Murdoch) and including Margaret Merga (ECE), Debro Pino-Pasternak (UniCanberra) and Susan Ledger (Newcastle)
Simulation and Quality Teaching in Indonesia 2021 -
Newcastle SoEd UniSurabaya and East Indonesian Consortia of Teacher Education programsexploring ways of including simulation and quality teaching in programs and associated research.
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News
News • 1 Aug 2023
University of Newcastle successful recipients of four prestigious Australia Awards Fellowships
From inclusive education in Vanuatu to cyber security training in Samoa, four research teams at the University of Newcastle have been successful recipients of the highly competitive and prestigious Australia Awards Fellowships.
Professor Susan Ledger
Position
Head of School
Education
School of Education
College of Human and Social Futures
Contact Details
susan.ledger@newcastle.edu.au | |
Phone | (02) 49212066 |
Mobile | 0408080051 |
Office
Room | VG24 |
---|---|
Building | V Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |