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Dr Julia Morris

Senior Lecturer

Contact Information Telephone: +61 8 6304 6289, Email: j.morris@ecu.edu.au, Campus: Mount Lawley, Room: ML16.145
Staff Member Details
Telephone: +61 8 6304 6289
Email: j.morris@ecu.edu.au
Campus: Mount Lawley  
Room: ML16.145  

 

Julia is the Course Coordinator for Visual Arts Education (Secondary) at the School of Education.

Qualifications

  • Doctor of Philosophy, Edith Cowan University, 2015.
  • Bachelor of Creative Arts Major in Visual Arts, Edith Cowan University, 2011.
  • Bachelor of Arts Education, Edith Cowan University, 2011.

Research

Recent Research Grants

  • From Plans to Pedagogy: Developing spatial competency of teachers at Vasse Primary School ,  NorvaNivel Pty Ltd,  Grant,  2018 - 2021,  $269,726.
  • Participation and Retention in Senior Secondary Schooling,  Sevenoaks Senior College,  Grant,  2019 - 2020,  $54,980.
  • Building positive school communities through participatory action research,  Edith Cowan University,  ECU Industry Collaboration Grant - 2015 (Round 2),  2015 - 2018,  $156,169.
  • Alice Springs - Science, Technology, Engineering, Arts and Mathematics (STEAM) Strategic Plan and STEAM capacity building,  Northern Territory Government Department of Education,  Tender,  2016 - 2017,  $69,753.
  • Thinking about Visual Arts: Exploring student engagement and assessment in responding to artworks and artists,  Edith Cowan University,  ECU Early Career Researcher Grant - 2016,  2016 - 2017,  $23,000.
  • Towards ensuring a STEM workforce: Engaging industry to inspire and foster real‐world STEM teacher learning,  Edith Cowan University,  ECU Industry Collaboration Scheme - 2016 Open Round,  2016 - 2017,  $136,805.
  • Educational pilot accommodating rehabilitation of WA Pilbara,  Koodaideri Contracting Services Pty Ltd,  Grant,  2015 - 2016,  $104,715.

Recent Publications (within the last five years)

Books

  • Mat Roni, S., Merga, M., Morris, J., (2019), Conducting Quantitative Research in Education., Singapore, Springer, DOI: 10.1007/978-981-13-9132-3.

Book Chapters

  • Morris, J., Coleman, K., Toscano, M., Imms, W., (2018), A case for the impact of practice: The Teacher as Practitioner (TAP) report 2018. Community: Becoming with: Research catalogue of the seventh annual Teacher As Practitioner, 72-84, Melbourne, Australia, University of Melbourne.

Journal Articles

  • Mason, S., Merga, M., Morris, J., (2019), Choosing the Thesis by Publication approach: motivations and influencers for doctoral candidates. The Australian Educational Researcher, X(X), XX-XX.
  • Mason, S., Merga, M., Morris, J., (2019), Typical scope of time commitment and research outputs of Thesis by Publication in Australia. Higher Education Research and Development, x(x), xx-xx, DOI: 10.1080/07294360.2019.1674253.
  • Chubko, N., Morris, J., McKinnon, D., Slater, E., Lummis, G., (2019), Engaging adolescent Kyrgyzstani EFL students in digital storytelling projects about astronomy. Issues in Educational Research, 29(4), 1107-1130.
  • Merga, M., Mason, S., Morris, J., (2019), ‘What do I even call this?’ Challenges and possibilities of undertaking a thesis by publication. Journal of Further and Higher Education, XX(XX), XX-XX, DOI: 10.1080/0309877X.2019.1671964.
  • Morris, J., (2019), The development of a student engagement instrument for the responding strand in visual arts. The Australian Educational Researcher, 46(3), 449-468, DOI: 10.1007/s13384-018-0296-5.
  • Morris, J., Slater, E., Fitzgerald, M., Lummis, G., Van Etten, E., (2019), Using local rural knowledge to enhance STEM learning for gifted and talented students in Australia. Research in Science Education, online(n/a), 1-19, Netherlands, Springer, DOI: 10.1007/s11165-019-9823-2.
  • Merga, M., Mason, S., Morris, J., (2019), ‘The constant rejections hurt’: Skills and personal attributes needed to successfully complete a thesis by publication. Learned Publishing, 32(3), 271-281, DOI: 10.1002/leap.1245.
  • Morris, J., Lummis, G., Lock, G., Ferguson, C., Hill, S., Nykiel, A., (2019), The role of leadership in establishing a positive staff culture in a secondary school. Educational Management Administration and Leadership, Online(N/A), 1-19, DOI: 10.1177/1741143219864937.
  • Morris, J., (2018), Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art. The Australian Educational Researcher, 45(4), 455-472, DOI: 10.1007/s13384-018-0269-8.
  • Merga, M., Mason, S., Morris, J., (2018), Early career experiences of navigating journal article publication: Lessons learnt using an autoethnographic approach. Learned Publishing, 31(4), 381-389, John Wiley & Sons, DOI: 10.1002/leap.1192.
  • Morris, J., Imms, W., (2018), Validation of the TAP tool, an instrument measuring the impact of teacher retention intervention strategies. Education and Society, 36(2), 15-27, DOI: 10.7459/es/36.2.03.
  • Slater, E., Morris, J., McKinnon, D., (2018), Astronomy alternative conceptions in pre-adolescent students in Western Australia. International Journal of Science Education, 40(17), 2158-2180, United Kingdom, Routledge, DOI: 10.1080/09500693.2018.1522014.
  • Norris, C., Morris, J., Lummis, G., (2018), Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology. International Journal of Science Education, 40(18), 2292-2308, DOI: 10.1080/09500693.2018.1528645.
  • Lummis, G., Morris, J., Odgaard, J., (2017), The influence of ecological citizenship and political solidarity on Western Australian student teachers’ perceptions of sustainability issues. International Research in Geographical and Environmental Education, 26(2), 135-149, Routledge, DOI: 10.1080/10382046.2016.1235359.
  • Lowe, G., Lummis, G., Morris, J., (2017), Pre-service primary teachers' experiences and self-efficacy to teach music: Are they ready?. Issues in Educational Research, 27(2), 314-329.
  • Morris, J., Lummis, G., Lock, G., (2017), Questioning art: Factors affecting students' cognitive engagement in responding. Issues in Educational Research, 27(3), 493-511.
  • Morris, J., Lummis, G., McKinnon, D., Heyworth, J., (2017), Measuring preservice teacher self-efficacy in music and visual arts: Validation of an amended science teacher efficacy belief instrument. Teaching and Teacher Education, 64(January 2017), 1-11, Oxford, United Kingdom, Pergamon Press, DOI: 10.1016/j.tate.2017.01.014.
  • Townsend, A., McKinnon, D., Fitzgerald, M., Morris, J., Lummis, G., (2016), Educative curricula and PCK development driven by STEM professional learning in rural and remote schools: A longitudinal type IV case study. International Journal of Innovation in Science and Mathematics Education, 24(4), 1-17, Institute for Innovation in Science and Mathematics Education.
  • Main, S., O'Rourke, J., Morris, J., Dunjey, H., (2016), Focus on the journey, not the destination: Digital games and students with disability. Issues in Educational Research, 26(2), 315-331.
  • Lummis, G., Morris, J., Lock, G., (2016), The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education. History of Education Review, 45(1), 115-130, Emerald Group Publishing Ltd., DOI: 10.1108/HER-12-2014-0045.
  • Lummis, G., Morris, J., Lovering, C., (2015), Exploring the drama experiences of Western Australian pre-service primary teachers. NJ: Drama Australia Journal, 39(1), 19-30, Abindgon, United Kingdom, Taylor & Francis, DOI: 10.1080/14452294.2015.1083515.
  • Lummis, G., Morris, J., Lock, G., Odgaard, J., (2015), Where Western Australian Graduate Diploma of Education Primary Students Source their Information on Sustainability. Australian Journal of Teacher Education, 40(10), 51-65, Australia, Social Science Press, DOI: 10.14221/ajte.2015v40n10.4.
  • Paris, L., Boston, J., Morris, J., (2015), Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program. Australian Journal of Teacher Education, 40(9), 157-175, Australia, Social Science Press, DOI: 10.14221/ajte.2015v40n9.9.
  • Morris, J., Lummis, G., (2014), Investigating the personal experiences and self-efficacy of Western Australian primary pre-service teachers in the visual arts. Australian Art Education, 36(1), 23-44, Carton, Victoria.
  • Lummis, G., Morris, J., Paolino, A., (2014), An Investigation of Western Australian Pre-Service Primary Teachers' Experiences and Self-Efficacy in The Arts. Australian Journal of Teacher Education, 39(5), 50-64, Australia, Social Science Press, DOI: 10.14221/ajte.2014v39n5.4.

Conference Publications

  • Lummis, G., Morris, J., Lock, G., (2016), Factors contributing to the development of positive secondary school staff relationships. Proceedings AARE National Conference 2016, 11p., Australian Association for Research in Education.
  • Morris, J., Lummis, G., Lock, G., (2016), Lessons Learnt From the History of Primary Visual Arts Education. Proceedings AARE National Conference 2016, 13p., Australian Association for Research in Education.
  • Morris, J., Lummis, G., Lane, J., (2015), Exploring first-year pre-service teachers' experiences and expectations of media arts. AARE Conference Proceedings 2015, 14p., Deakin, ACT, AARE.
  • Morris, J., Lummis, G., Lock, G., (2014), Diagnostically assessing Western Australian Year 11 students' engagement with theory in Visual Arts. Proceedings of the Joint Australian Association for Research in Education and New Zealand Association for Research in Education Conference 2014, 1-14, AARE.
  • Lummis, G., Morris, J., (2014), The importance of positive arts experiences and self-efficacy in pre-service primary teacher education. Proceedings of the Joint Australia Association for Research in Education and New Zealand Association for Research in Education Conference, 1-12, AARE.

Creative Arts Research Outputs

  • Morris, J., (2016), Pause: Washing Up and Pause: Walking By. Espresso Self 2016 Exhibition, Spectrum Project Space, and Joondalup Gallery, ECU, Dr G Karpathakis, B. Waters, Dr L Adams.
  • Morris, J., Imms, W., Coleman, K., Coleman, K., (2017), Teacher as Practitioner: Ebb and Flow., Heathcote Museum and Gallery.
  • Morris, J., Lummis, G., Imms, W., Grant, G., (2016), Resolutions: Creating Liminal Spaces, Teacher Artmaker Project. Resolutions: Creating Liminal Spaces, Teacher Artmaker Project, ECU Art Gallery Joondalup and University of Melbourne, Teacher Artmaker Project.

Research Student Supervision

Associate Supervisor

  • Doctor of Philosophy,  EXPLORING THE IMPACT OF POSTGRADUATE PRESERVICE PRIMARY SCIENCE EDUCATION ON STUDENTS' SELF-EFFICACY
  • Master of Education,  PRIMARY STUDENTS' ENGAGEMENT WITH THE VISUAL ARTS AND THEIR TRANSITION INTO YEAR 7
  • Master of Education,  A/R/T + DESIGN ONE DESIGNER'S EXPERIENCE AS A A/R/TOGRAPHER

Adjunct Supervisor

  • Doctor of Philosophy,  EDUCATIVE CURRICULA AND IMPROVING THE SCIENCE PCK OF TEACHERS IN MIDDLE SCHOOL SETTINGS IN RURAL AND REMOTE AUSTRALIA
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