ROBERTA AYRES Roberta began teaching 1971, teaching in New South Wales public schools as a primary class teacher in rural and city settings. She has had experience with teaching migrant children in inner Sydney city schools and has taught in rural schools on the north coast of New South Wales and the New England Tablelands.
Her work has included casual teaching, permanent employment as a classroom teacher, a Special Education classroom teacher and teaching students with learning difficulties in regular classes. In the position of Executive Teacher (Special Education) she managed special programs and policies in regular schools in the New England Region.
Roberta has been involved in the development of education policy for students with special needs at the NSW state level and was Coordinator of the New England Educational Diagnostic Centre, Armidale 1996-97. The Centre provided the development of individualised programs for students with learning difficulties in New England and North West Regions on behalf of the NSW Department of Education, Catholic Schools and the University of New England.
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| In 1998 Roberta took up the position of Special Education Consultant for the Department of Education and Training in Armidale District, working across 48 schools in supporting teachers in both regular classes and support class settings. She has developed a good working knowledge of the needs of teachers in addressing these issues in schools. In 2002 she was appointed as Student Services and Equity Coordinator, Armidale District.
Roberta’s current PhD studies focus on what works best for the implementation of equity policies and programs in schools. Recent Conference Papers
Ayres, R. (2003) Government Policies and Processes for the Support of the Education for disadvantaged Students in Australian Schools. Presented at the Australian Association for Special Education, Auckland 29 November-3 December.
Ayres, R. & Graham, L. (2003) The Role of Special Education for Students with Learning Difficulties. Presented at the Australian Association for Special Education Conference September, 2003. |
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| Margaret Blanche Academic Qualifications
Master of Education - International Education – 2002 - University of New England
Graduate Diploma of Education - 2000 - Secondary LOTE (Japanese) and TESOL - University of New England
Bachelor of Asian Studies - 1998 - University of New England
Accredited Teaching Areas
LOTE (Japanese), TESOL (ESL)
Areas of Research Interest
Sexualities and schooling, Feminist research methodologies in education, Feminist theories of education, Psychoanalysis and education, Queer theory and education. | |
| Research Topic
My thesis is about sexuality within educational contexts. The title is: Lesbian Identities in the Classroom: An interpretive analysis of personal narratives about schooling and sexuality. The aim of this study is to conduct feminist research on four personal narratives by lesbian identified adults recalling their life stories and experiences at school in relation to becoming, coming out and being homosexual. I argue that this area of study is under-researched because upon investigation there is diminutive evidence of empirical inquiry into the lives of lesbian subjects and schooling. Through interpretation of life histories I aspire to further understand the meaning of the connections manifest between affective social institutions and embodied experiences.
During the academic year 2004 I collected data via interviews from 4 research participants and also transcribed all of the data collected. In keeping with the feminist methodology that guides my research I have given each participant a copy of their transcription so they can verify that there are no content inaccuracies and also reflect upon their narratives and make modifications to and/or add information. I will begin writing my thesis in the upcoming academic year. |
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| Langat Kiprono BA with Education (UEAB)
MEd (1st Class Hons) (International Education) (UNE) Kiprono Lang'at is a member of a number of professional associations among them the Australian Literacy Educators Association, Australasian Evaluation Society inc and board member of the Centre for African Postcultural Studies. His current PhD research study focuses on psychoanalytic inquiry of teaching pedagogies, specifically, teachers‚ reading positions of prescribed classroom texts (The English Text in Kenyan Schooling). | |
| A teacher by profession, Mr Lang‚at previously taught in both primary and high schools in Kenya and in 2002/03 taught curriculum principles to the beginning teachers at the University of Eastern Africa, Baraton (Kenya). Mr. Lang'at is also a member of the UNE Equal Opportunity Advisory Team. His research passions include
-- Curriculum and policy development in education
-- International education (development agencies, representation and social justice)
-- Psychoanalytic inquiry in education (teaching and schooling contexts)
-- Postcolonial pedagogies (Indigenous Australians and African studies)
-- Critical discourse analysis top |
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| Panan Kucita Current research: Multi-grade teaching as a strategy to achieve the Universal Primary Education in Bhutan: Analysis of policy and practices.
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| Genevieve Noone School of Education
ph: 61 2 6773 2629
fax: 61 2 6773 5078
email: gnoone@une.edu.au Current research
experiences of graduate teachers in rural areas of NSW
Areas of research interest and expertise
teacher-learner and learner-learner relationships
community participation in education
rural education
phenomenological research
alternative forms of data collection and representation
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| Current Professional Memberships
Australian Association for Research in Education
International Rural Network
NSW Institute for Educational Research
Society for the Provision of Education in Rural Australia
Professional Experience
Primary teaching - public and independent schools, in Victoria, WA and NSW
Financial and administration management - community & corporate organisations
Lecturer & professional experience officer - University of New England |
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| Jose van den Akker email: josevdakker@hotmail.com Education 2004-present PhD: University of England, Armidale, NSW 2351, Australia
2003 PhD/ DBA at University for Humanistics, Utrecht, The Netherlands
1994-1997 Master of Education Studies (incl. Bachelor of Education): Griffith University, Gold Coast, Australia
Employment history
2003 school-guidance officer: Maximum Security Penitentiary, Vught, The Netherlands
2002 Employment consultant/trainer: Diamant-Group, Tilburg, The Netherlands
2001 Teacher: Special Highschool De Korenaer, Eindhoven, The Netherlands
2000 Teacher: Grade 7,Yuendumu, (Aboriginal community in the desert), Central Australia |  |
| Jose van den Akker is a teacher in Expression & Communication who has explored theories and practices in education and training in a wide variety of settings, both in The Netherlands and in Australia. Her study is about identifying, analysing and discussing the factors that determine what some teacher-educators (including Heads of Schools of Education) personally want from facilitating learning processes of people other, and particularly Indigenous cultures. In other words: It is a study about what teacher-educators personally want from their engagement with students, colleagues and community leaders from other, and particularly Indigenous cultures. So her research aims to begin with clarifying the desired destination before embarking on the journey of cross-cultural education. |
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| Mohammad Sakarneh E-mail: msakarne@une.edu.au
Ph: 61 2 6773 2328
Fax: 61 2 6773 2445
Education
2005- present PhD: The University of New England.
1995: Master In Special Education -The University of Jordan
1991: Bachelor In Psychology -Baghdad University
Employment History
Education Counsellor: Ministry of Education 1999 -2003 Jordan
Classroom Teacher: Ministry of Education1996-1999 Kingdom of Saudi Arabia
Education Counsellor: Ministry of Education 1992-1996 Jordan | |
| Areas of Research Interest
Inclusion Education
Effective Teaching Strategies
Education Psychology
Cross Culture Education Learning Disabilities
Mohammad's Current PhD Research
The applicability of NSW Model of Quality Teaching in Jordanian Primary School Context |
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| Keith Woodley Educational Interests
Remedial Pedagogies for the oppressed
Processes and procedures for participation in democratic government among the less powerful (particularly in the organization of street and local area representation to local government)
The school site as a location for learning protocols for participation in the national governance of schooling
The development of personal discovery for the learner as situated pedagogy in schooling
Published Articles: "Involving Samoan Parents in School Activity" in Getting it Right An edited book, Editor Walter Hirsh, Publisher, The Race Relations Office of New Zealand. | |
| Research Interests
School community relationships MA thesis: the Primary School : An Exploratory Case Study of Parents Attitudes and Expectations.
This study enquired into the involvement of manual and non-manual workers in two Proirua primary schools. The study found tat the foreperson and managerial level of employed persons, rather than the unskilled (parks Cleaners) and professionally employed (doctors), were most likely to be involved in school activities and governance. An interesting aspect of the stud findings suggested that dissatisfaction with the local school was most likely to be problematised within the middle sections of the socio-economic register than within the higher and lower occupational levels of the stud samples.
Current Research
A study of the social education of Tibetan childhood situated in school at the location of the site of the ‘Capital’ of Tibetan government-in-exile, Dharamsala, Himachal Pradesh, India.
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