Graduate Research Services

Project Outline:

The proposed project will explore the way in which families with young children access and engage in digital media in their everyday lives. Although there is a growing body of research about the use and impact of technology in home learning environments and pre-schools, very little is known about the role other settings (e.g playgrounds, libraries, museums,) as major contributors to early learning. This emerging technological space provides an excellent opportunity to explore how technologies are changing the way families engage in learning outside the home and school context. This project focusses on families from diverse backgrounds in low socio-economic communities with young children (Birth – 5yrs).

Desired Skills: 

• Knowledge of early childhood and digital technology.
• Ability to work as part of a research team and collaborate with partners.
• Qualitative research skills.

Project Area: Communities, families and children using digital technology in diverse settings

School/Research Centre: The School of Education. This project will be undertaken as part of our partnership with the Australian Research Council Centre of Excellence for the Digital Child

Supervisor(s): Associate Professor Lennie Barblett, Dr. Pauline Roberts.

Project level: PhD

Funding: School scholarship available, funded through the ARC Centre of Excellence for the Digital Child.

Start date: Ongoing

Project Outline:

This is a multifaceted project that focuses on culturally responsive pedagogy and practice within early childhood and primary education. We live in a multiethnic society and Australian classrooms are more diverse than ever before. Culturally Responsive Pedagogy (CRP) has been shown to be successful in promoting equitable educational outcomes in a range of international educational contexts. However, in Australia there has been limited theorisation or research of CRP, or documentation of CRP in practice (Morrison et al., 2019).

Several aspects of CRP in Australia require further investigation such as curricular materials (including digital resources), teacher dispositions and school–community relations (Castagno & Brayboy 2008), as well as teaching practices to develop pedagogies that embrace and build on students’ identities and backgrounds as assets for learning (Morrison et al., 2019). This research has important implications for the education of pre-service teachers and for in-service professional development of teachers.

Desired Skills: Ability to work in both qualitative and quantitative research areas may be important, depending upon the research question that is open to development by the applicant with the support of the supervisors.

Project Area: Society and Culture: Equity and Inclusion within education

Supervisor(s): Dr Helen Adam; Elizabeth Jackson- Barrett; Associate Professor Matthew Byrne

Project level: Masters & PhD

Funding: Applicant should apply for ECUHDR or RTP Scholarship

Start date: Ongoing

Project Outline:

Trauma is being increasingly identified as having an impact on children’s development, behaviour and learning in many ways. It is therefore essential teachers are aware of this so they can respond in trauma-responsive ways to meet the unique needs of children exposed to trauma. Furthermore, trauma informed practice is not well researched, especially for young children in early childhood education and care settings.

Desired Skills: Some understanding of trauma and trauma informed practice to build upon.

Project Area: Teacher Education; Early Childhood

Supervisor(s): Dr Kay Ayre; with one of: Dr Pauline Roberts; Dr Gill Kirk; Dr Trish Collins

Project level: Masters & PhD

Funding: Applicant should apply for ECUHDR or RTP Scholarship

Start date: Ongoing

Project Outline:

Australian university students have encountered unique challenges in the wake of crises such as bushfires and COVID-19. Globally pre-2020, one in five university students experienced poor wellbeing. In Australia, youth age 15-24 have the highest prevalence of psychological distress. Disruption from crises further affects students’ wellbeing, underscoring the need to understand students’ challenges and concerns. This study will inform the development of courses of action to better support university students in crises, especially those students already facing disadvantage or emerging disadvantage, and will provide recommendations for higher education institutions to address the wellbeing needs and challenges posed by crises disruption.

• Interest in sleep and wellbeing
• Lockdown home schooling and wellbeing and efficacy as a coach during home schooling
• Academic self- efficacy and wellbeing
• Gratitude and wellbeing

Desired Skills: There is already qualitative and quantitative data that can be analysed. Have data from parents in 2020 and experiences as a home school coach.  Also data around sleep and wellbeing and efficacy and wellbeing. So qualitative skills. Knowledge of R, SPSS or Mplus would be beneficial but willingness to learn desirable.

Project Area: Education – Psychology- Social Work

Supervisor(s): Lynette Vernon

Project level: Masters and PhD

Funding: Applicant should apply for ECUHDR or RTP Scholarship

Start date: Ongoing

Project Outline:

This is an on-going research project studying educational administration, management and leadership from a comparative and cross-cultural educational context. We attempt to understand educational leadership during times of crisis and explore how leaders and educators re-frame their work during crises to ensure the education of students continues while managing risks as well as the physical and mental wellbeing of staff, students and the wider community.

Project Area: Educational leadership

Supervisor(s): Dr Michelle Striepe & Dr Christine Cunningham

Project level: Masters, PhD

Funding: Applicant should apply for ECUHDR or RTP Scholarship

Start date: Ongoing

Project Outline:

Educational leadership is a key performance indicator in any effective school. Around the globe, and here in Australia, teachers are promoted into leadership positions that stretch their skill set into broad management duties over people and resources. Research into educational leadership can result in improved understandings of how to create communities of engaged, happy and healthy learners.
At ECU our team of educational leadership researchers are especially keen to critically and comparatively analyse data on educational leadership from all around the world in the following topics:

• accountability, transparency and school governance
• gender parity and education leadership roles
• futurology, artificial intelligence and surveillance education
• neo-liberalism, school improvement, assessment and curriculum design
• citizenship education and student leadership.

Desired Skills: Mandarin (and/or Cantonese) and English language skills

Project Area: Educational Leadership and International Education

Supervisor(s): Dr Christine Cunningham

Project level: Masters, PhD

Start date: Ongoing