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  • Professional head-and-shoulders portrait of Dr Susan Main with shoulder-length hair and glasses, wearing an orange top and a colourful beaded necklace, standing outdoors with blurred green foliage in the background.

    Dr Susan Main

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Dr Susan Main

Senior Lecturer

Staff Member Details
Email: s.main@ecu.edu.au
Campus: Joondalup  
ORCID iD: https://orcid.org/0000-0002-5955-4222

Dr Susan Main is a Senior Lecturer in the School of Education.

Background

Susan specialises in inclusive and special education, literacy intervention, and teacher professional learning. She is recognised for delivering high-quality student experiences, mentoring future educators, and leading impactful research that addresses national and international educational priorities. Through collaborations with community, industry, and global academic partners, she works to enhance educational practice and outcomes for students with diverse learning needs. Her research has been published in leading national and international journals, and her academic, editorial, and professional service contributions have helped inform educational policy and practice.

Professional Associations

  • 2025 - Current Editorial Board Member, Journal of Special Education Technology (JSET)
  • 2022 - 2025 Australian Association of Special Education (AASE) WA President
  • 2020 - Current Institute of Special Educators (InSpEd), Board Member (National)
  • 2019 - Current Institute of Special Educators (InSpEd), Member of the Panel of Experts (National)
  • 2019 - Current Australian Teacher Education Association (ATEA)
  • 2011 - Current Australian Association of Special Education (AASE) National Council Member
  • 2010 - 2014 Sexuality Education Counselling and Consultancy Agency (SECCA), Board member (WA)
  • 2014 - 2016 Co-Editor, Australian Journal of Teacher Education
  • 2013 - Current Editorial Board Member, Australian Journal of Teacher Education
  • 2013 - 2015 Editorial Review Board member, The International Journal of Whole Schooling

Research Interests

  • Instructional coaching
  • Effective pedagogy in Literacy
  • Classroom management and challenging behaviours
  • Use of technology to support learning.

Qualifications

  • Doctor Of Philosophy, Edith Cowan University, 2014.
  • Master of Education, Edith Cowan University, 2007.
  • Bachelor of Education (Secondary - Pre-Service), Edith Cowan University, 1989.

Research Outputs

2026

Journal Articles

2025

Journal Articles

  • Carboni, C., Main, S. (2025). Teachers’ perceptions of students’ ICT skills for online assessments (NAPLAN): Influences and impact. Issues in Educational Research, 35(4), 1370-1395.
  • Sullivan, K., Main, S., Scott, J., Chin, KE., Boron, J., Byrne, M., O'Hara, E., Taylor, E., Dass, R., Singh, K., Adam, H., Berman, G. (2025). Specialisation in the primary education community. Issues in Educational Research, 35(2), 779-797. https://ro.ecu.edu.au/ecuworks2022-2026/6681.

2024

Journal Articles

2023

Journal Articles

  • Main, S., Hill, S., Paolino, A. (2023). Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability. Australian Journal of Learning Difficulties, 28(1), 73-95. https://doi.org/10.1080/19404158.2023.2210588.
  • Wilson, B., Main, S., O'Rourke, J., Slater, E. (2023). Needing more, needing less: unravelling why a prompt dependency cycle forms in neurodiverse relationships. Journal of Social and Personal Relationships, 40(9), 2892-2917. https://doi.org/10.1177/02654075231161308.
  • Slater, E., Burton, K., Main, S. (2023). Gifted and home-educated in Australia. Australasian Journal of Gifted Education, 32(2), 41-58. https://doi.org/10.21505/ajge.2023.0014.
  • Main, S., Byrne, M., Scott, J., Sullivan, K., Paolino, A., Slater, E., Boron, J. (2023). Primary specialisations in Australia: graduates’ perceptions of outcome and impact. The Australian Educational Researcher, 50(2), 371–390. https://doi.org/10.1007/s13384-021-00496-y.

2022

Journal Articles

  • Main, S., Slater, E. (2022). Online continuous professional learning: A model for improving reading outcomes in regional and remote schools?. Journal of Teacher Education, 73(2), 201-214. https://doi.org/10.1177/00224871211009110.
  • Kishida, Y., Main, S., Carter, M., Kemp, C., Campbell, A. (2022). Preservice teachers’ accuracy in measuring child engagement using a digitised momentary time sampling measure. Learning and Motivation, 80(November 2022), Article number 101839. https://doi.org/10.1016/j.lmot.2022.101839.

2021

Journal Articles

  • Pogorzelski, S., Main, S., Hill, S. (2021). A survey of Western Australian teachers’ use of texts in supporting beginning readers. Issues in Educational Research, 31(1), 204-223. https://ro.ecu.edu.au/ecuworkspost2013/10171.
  • O'Rourke, J., Main, S., Gray, C., Lovering, C. (2021). Observations of children with disability during arts-based multisensory story and rhyme activities: Is it all just chimes and perfumes?. Australasian Journal of Special and Inclusive Education, 45(2), 237-251. https://doi.org/10.1017/jsi.2021.8.

2020

Journal Articles

  • Main, S., Backhouse, M., Jackson, R., Hill, S. (2020). Mitigating reading failure in adolescents: Outcomes of a Direct Instruction reading program in one secondary school. Australian Journal of Language and Literacy, 43(2), 152-166. https://ro.ecu.edu.au/ecuworkspost2013/8457.
  • Slater, E., Main, S. (2020). A measure of classroom management: validation of a pre-service teacher self-efficacy scale. Journal of Education for Teaching, 46(5), 616-630. https://doi.org/10.1080/02607476.2020.1770579.
  • Luo, M., Main, S., Lock, G., Joshi, RM., Zhong, C. (2020). Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China. Dyslexia: an international journal of research and practice, 26(3), 266-285. https://doi.org/10.1002/dys.1630.
  • Main, S., Konza, D., Hackling, M., Lock, G. (2020). Professional learning in reading instruction: The influence of context on engagement and enactment. Australian Journal of Teacher Education, 45(6), 76-94. https://doi.org/10.14221/ajte.2020v45n6.5.

2017

Book Chapters

  • Strampel, K., Sibson, R., Main, S. (2017). Professional Development to Support the Embedding of ePortfolios in Higher Education Programs. ePortfolios in Australian Universities (33-46). Springer. https://doi.org/10.1007/978-981-10-1732-2_3.
  • Main, S., Konza, D. (2017). Inclusive reading practices for Aboriginal and/or Torres Strait Islander students in Australia. Inclusive principles and practices in literacy education (177-194). Emerald Group Publishing Limited.

Journal Articles

  • O'Rourke, J., Main, S., Hill, S. (2017). Commercially available digital game technology in the classroom: Improving automaticity in mental-maths in primary-aged students. Australian Journal of Teacher Education, 42(10), 50-70. https://doi.org/10.14221/ajte.2017v42n10.4.

2016

Journal Articles

  • Main, S., Chambers, DJ., Sarah, P. (2016). Supporting the transition to inclusive education: Teachers’ attitudes to inclusion in the Seychelles. International Journal of Inclusive Education, 20(12), 1270-1285. https://doi.org/10.1080/13603116.2016.1168873.
  • 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.

2015

Book Chapters

  • Main, S. (2015). Reflective practitioners: Teachers and support staff reflecting together. Working with teaching assistants and other support staff for inclusive education (263-287). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620150000004013.

Journal Articles

  • Konza, D., Main, S. (2015). The Power of Pedagogy: When all else fails. The International Journal of Learning: Annual Review, 22(2015), 9-29.

2014

Journal Articles

  • O'Rourke, J., Main, S., Cooper, M. (2014). Student Perceptions Of Online Interactive Versus Traditional Lectures; Or How I Managed Not To Fall Asleep With My Eyes Open. Journal of Online Learning and Teaching, 10(3), 405-419.
  • Budgen, F., Main, S., Callcott, D., Hamlett, B. (2014). The First Year at University: Giving Social Capital a Sporting Chance. Australian Journal of Teacher Education, 39(7), 157-172. https://doi.org/10.14221/ajte.2014v39n7.7.

2013

Journal Articles

  • O'Rourke, J., Main, S., Ellis, M. (2013). So the kids are busy, what now? Teacher perceptions of the use of hand-held game consoles in West Australian primary classrooms. Australasian Journal of Educational Technology, 29(5), 735-747.
  • O'Rourke, J., Main, S., Ellis, M. (2013). It doesn’t seem like work, it seems like good fun’: perceptions of primary students on the use of Handheld Game Consoles in mathematics classes. Technology, Pedagogy and Education, 22(1), 103-120. https://doi.org/10.1080/1475939X.2012.733537.

2011

Journal Articles

  • Main, S., O'Rourke, J. (2011). New directions for traditional lesson: Can handheld game consoles enhance mental mathematics skills?. Australian Journal of Teacher Education, 36(2), 43-55. https://doi.org/10.14221/ajte.2011v36n2.4.

2009

Conference Publications

  • Main, S., O'Rourke, J. (2009). ‘Yay it’s Maths!’ Using hand-held game consoles in a Primary classroom.. Live it! Love it! Learn it! Curriculum Conference 2009 (9p.). Catholic Education Office.

2008

Journal Articles

  • O'Rourke, J., Main, S., Cooper, M. (2008). Secondary V K-7: Pre-Service Teachers’ attitudes Towards Inclusion. The International Journal of Learning, 15(7), 97-104.
  • Main, S., Hammond, L. (2008). Best Practice or most practiced? Pre-service teachers' beliefs about effective behaviour management strategies and reported self-efficacy. Australian Journal of Teacher Education, 33(4), 28-39.

Research Projects

  • Supporting inclusive practice for pre-service teachers on rural and remote practicums through coaching and online resources., Australian Association of Special Education, AASE Research Award, 2024 ‑ 2026, $13,636.
  • Foodbank WA School Breakfast Program Social Return on Investment, Foodbank, Grant, 2023 ‑ 2024, $9,119.
  • Collaborative networks: Improving literacy outcomes in regional and remote schools, Edith Cowan University, ECU Industry Collaboration Grant - 2018, 2018 ‑ 2019, $20,740.
  • Arts-based pedagogy: Engaging children with additional needs through multi-sensory storytelling, Sensorium Theatre Inc, Sensorium Theatre Inc - Grant, 2017 ‑ 2018, $10,000.
  • Kiara Literacy Development Project – Phase 2, Kiara College, Grant, 2016 ‑ 2018, $34,914.
  • Thornlie Cluster Literacy Development, Yale Primary School, Yale Primary School - Grant, 2016 ‑ 2017, $48,000.
  • Re-development and trial of Kimberley Literacy Profiles, Muludja Remote Community School, Muludja Remote Community School - Grant, 2016 ‑ 2017, $55,793.
  • Kimberley PALL Plus, Muludja Remote Community School, Muludja Remote Community School - Grant, 2014 ‑ 2017, $178,121.
  • Kiara Literacy Development Project, Edith Cowan University, ECU Industry Collaboration Scheme - 2016 Open Round, 2016 ‑ 2017, $41,704.
  • Clarkson Cluster Collaboration: A framework of literacy intervention for at-risk Year 2 students in five schools, Edith Cowan University, ECU Industry Collaboration - Grant, 2010 ‑ 2011, $79,837.

Research Student Supervision

Current Supervisions

Principal Supervisor

  • Doctor of Philosophy, Internet-based Cognitive Behaviour Therapy (iCBT) and Social Anxiety Support for Preservice Teachers in a University Setting
  • Doctor of Philosophy, The experience of primary carers of gifted children with dyslexia in identifying their chile's twice exceptionalities
  • Doctor of Philosophy, Inclusion through inquiry: Diverse learning needs and the international baccalaureate

Associate Supervisor

  • Doctor of Philosophy, Autistic student voice in reasonable adjustments
  • Doctor of Philosophy, Reading for Pleasure in Senior Secondary Years: Motivational and Contextual Factors Supporting Sustained Engagement.
  • Doctor of Philosophy, Understanding Parents Intentional Use of the Rapid Prompting Method to Educate their Non-Speaking School-Aged or Adult Autistic Children: A Mixed Methods Exploratory Design

Completed Supervisions

Principal Supervisor

  • Master of Education, Teachers’ perspectives on digital access and factors impacting student ICT capability: Equity in national online assessments (NAPLAN) in Australia
  • Doctor of Philosophy, Investigating communicative dissonance within relationships of adults with asperger's syndrome (asd level 1)
  • Doctor of Philosophy, Exploring Chinese English-as-a-foreign-language teachers' beliefs about effective teaching of English reading in primary schools in zhejiang Province of China and the effects of these beliefs on the teachers' instructional practices
  • Doctor of Philosophy, The impact of literacy on Aboriginal people who experience the criminal justice system.
  • Doctor of Philosophy, The role of text type in the reading development of beginning readers with English as an additional language
  • Doctor of Philosophy, Teachers’ Approaches to Spelling Instruction for Years 3 - 6 in Western Australian Schools

Associate Supervisor

  • Doctor of Philosophy, Higher education access and participation for persons with disability in Ghanaian public universities
  • Doctor of Philosophy, Exploring the lived experiences of developmental neurological differences (DND) in the Western Australian classroom: A former student and teacher perspective.
  • Doctor of Philosophy, Self-Regulated Strategy Development (SRSD) in Timed and Untimed Writing Tasks for Primary Learners
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