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Dr Helen Egeberg

Honorary Senior Lecturer

Staff Member Details
Email: h.egeberg@ecu.edu.au
ORCID iD: https://orcid.org/0000-0001-9907-8593

Helen is an Honorary Senior Lecturer in the School of Education.

Professional associations

  • 2017 - ongoing. Australian Association for Research in Education. Member
  • 2017 - ongoing. Australian Teacher Education Association
. Member
  • 2016 - ongoing. Trauma-informed and Restorative Schools Collaboration (TARSC) Western Australia. Member
  • 2014 - onwards. Reclaiming Youth International. Member
  • 2016 - onwards. Institute for Trauma and Loss in Children. Member
  • 2016 - onwards. ASCD Learning Community. Member
  • 2019 - onwards. The Mofet Institute. Member
  • Duncraig Senior High School Board (2016 – ), Community member
  • Ballajura Community College Board (2015 - ), Community member
  • Warwick Senior High School Board (2016 - ), Community member.

Research areas and interests

  • Classroom management
  • Instructional intelligence
  • Resilience

Qualifications

  • Doctor of Philosophy, Murdoch University, 2019.
  • Master of Education with Honours, The University of Western Australia, 2012.
  • Graduate Diploma in Education (Secondary), Institute of Catholic Education, 1984.
  • Bachelor of Arts, The University of Melbourne, 1984.

Research Outputs

2024

Journal Articles

  • Martin, K., Dobson, M., Fitzgerald, K., Ford, M., Lund, S., Egeberg, H., Walker, R., Milroy, H., Wheeler, K., Kasten-Lee, A., Bayly, L., Gazey, A., Falconer, S., Platell, M., Berger, E. (2024). International Trauma-Informed Practice Principles for Schools (ITIPPS): expert consensus of best-practice principles. The Australian Educational Researcher, 51(4), 1445-1468. https://doi.org/10.1007/s13384-023-00648-2.

2022

Journal Articles

  • Gray, C., Egeberg, H., Green, T. (2022). Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships. Australian Journal of Education, 66(2), 140-153. https://doi.org/10.1177/00049441221090006.

2021

Journal Articles

  • Egeberg, H., McConney, A., Price, A. (2021). Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools. Educational Research for Policy and Practice, 20(2), 107–124. https://doi.org/10.1007/s10671-020-09270-w.

2018

Journal Articles

  • Egeberg, H., McConney, A. (2018). What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools. The Australian Educational Researcher, 45(2), 195-216. https://doi.org/10.1007/s13384-017-0250-y.

2016

Journal Articles

  • Egeberg, H., McConney, A., Price, A. (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7), 1-18. https://doi.org/10.14221/ajte.2016v41n7.1.

2009

Journal Articles

  • Hopkins, S., Egeberg, H. (2009). Retrieval of Simple Addition Facts: Complexities Involved in Addressing a Commonly Identified Mathematical Learning Difficulty. Journal of Learning Disabilities, 42(3), 215-229. https://doi.org/10.1177/0022219408331041.

Research Student Supervision

Current Supervisions

No data available

Completed Supervisions

Associate Supervisor

  • Master of Education, Challenging behaviour in the early years: Investigating teacher perceptions
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