Ms Linley Cornish
Senior Lecturer, Faculty of The Professions, School of Education
Qualifications
BEc, MEd, DipEd (NE)
Contact
| Email: | lcornis2@une.edu.au |
| Room: | FEHPS Building (E7) 304 |
| Phone: | 02 6773 3458 (or +61 2 6773 3458 overseas) |
| Fax: | 02 6773 2445 |
Linley Cornish is a member of the Learning & Teaching and Special Education Teaching and Research Group (TRG). Within this group, she specializes in learning and teaching
Research interests
Multi-age classrooms; effective teaching and learning; teacher education; gifted and talented education.
Research in Progress
Evaluation and comparison of teacher and parent views of multi-grade classes (composite and staged), issues in rural schooling (such as transition to leadership, support for beginning teachers).
PUBLICATIONS AND PROFESSIONAL ACTIVITES
Publications prior to 2006 in the name of Linley Lloyd
Most publications 2006 and later in the name of Linley Cornish
Books and monographs
Cornish, L. (ed.) (2006) Reaching EFA through multi-grade teaching: issues, contexts and practices. Armidale: Kardoorair Press. ISBN
Reading, C., Lloyd, L. and Belford, S. (2006) Embedding ICT in Learning (EiL): Collaborative Partnerships for Rural Schools: Research report. NSW State Pilot Project for Partnerships in ICT Learning (PICTL). Armidale: The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR). ISBN 1 86389 993 6
Reading, C., Lloyd, L. and Belford, S. (2006) Embedding ICT in Learning (EiL): Collaborative Partnerships for Rural Schools. School Project Reports. NSW State Pilot Project for Partnerships in ICT Learning (PICTL). Armidale: The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR). ISBN 1 86389 994 4
Lloyd, L. (2001) Multigrade Attachment Training Program for Senior Professionals at the University of New England — Stage One Report. Armidale: UNE. 49 pp.
Laird, D., Maxwell, T., Lloyd, L. & Halloway, W. (2001) Report to the Director, Ministry of Health and Education, Royal Government of Bhutan, on the Bhutan Multigrade Attachment Program in Small Rural Primary Schools in New South Wales, Australia — Phase 1 and Phase 2. Armidale: UNE. 129 pp.
Bailey, S., Smith, H., Lloyd, L. & Phillipson, S. (2000) Gifted and Talented Education: Principles into Practice. Armidale: UNE. Online book — Work in Progress, at: http://www.scs.une.edu.au/gate_pip
Lloyd, L. and Bailey, S. (1997) Enrichment Units for Primary Classes, TalentEd. Department of Curriculum Studies, University of New England, Armidale, NSW. pp.155. ISBN 1 86389 454 3
Book chapters
Cornish, L. (2006) Introduction. In L. Cornish (ed.) Reaching EFA through multi-grade teaching: issues, contexts and practices. Armidale: Kardoorair Press. pp.1–8.
Cornish, L. (2006) What is multi-grade teaching? Ch.1 in L. Cornish (ed.) Reaching EFA through multi-grade teaching: issues, contexts and practices. Armidale: Kardoorair Press. pp.9–26.
Cornish, L. (2006) Multi-age Strategies and Multi-grade Classes. Ch.2 in L. Cornish (ed.) Reaching EFA through multi-grade teaching: issues, contexts and practices. Armidale: Kardoorair Press. pp.27–48.
Cornish, L. and Jensen, V. (2006) Multi-grade teaching: a tool for getting girls into school. Ch.17 in L. Cornish (ed.) Reaching EFA through multi-grade teaching: issues, contexts and practices. Armidale: Kardoorair Press. pp.277–286.
Lloyd, L. (2006) Research evidence: Does the multi-age structure improve student learning? Ch.3 in N.C. Lester and L. Constable, Multiage in a Nutshell. MultiAge Association of Queensland.
Lloyd, L. (2004) Being a 'Reflective Practitioner' — How my beliefs about learning have influenced my teaching (and vice versa). In N.L. McCrea (ed.) Honouring our Tertiary Teaching. Armidale: University of New England. ISBN: 1 86389 897 2
Lloyd, L. (2004) Communication skills: Concept mapping. Graduate Attribute Resource Guide; Integrating graduate attributes into undergraduate curricula. Armidale: University of New England.
Lloyd, L. (1997) How to further develop your child's talents. In B. Knight & S. Bailey (eds.) Parents as Lifelong Teachers of the Gifted. Melbourne: Hawker Brownlow Education. pp.101–110.
Journal co-editor
Linley Cornish and Peter Merrotsy are co-editors of TalentEd, a partially refereed journal for teachers and parents interested in the education of talented children. Two issues per year. ISSN 0815-8150
Journal articles
Cornish, L. (2006) Parents' Views of Composite Classes in an Australian Primary School. The Australian Educational Researcher 33(6), August.
Cathryn McConaghy, Lorraine Graham, Di Bloomfield, Judith Miller, David Paterson, Linley Cornish, Kathy Jenkins, Joy Hardy, Neil Taylor, Genevieve Noone (The Bush Tracks Research Collective) (2006) Bush Tracks: Exploring Rural Teaching Transitions. Education in Rural Australia (forthcoming)
Cathryn McConaghy, Linley Cornish, Joy Hardy, Kathy Jenkins (2006) Bush Tracks:
Journeys in the Development of Rural Pedagogies. Education in Rural Australia (forthcoming)
Linley Cornish, Glen Kite and Paul Cecil (2006) Promoting Thinking in a Rural Classroom with ICT and 'Learning to Learn' Strategies. Refereed conference paper, Australian Computers in Education conference (acec), Cairns, 2–4 October.
Chris Reading, Linley Cornish Sue Belford (2006) Measuring the 'value-added' contribution of embedding ICT in learning. Refereed conference paper, Australian Computers in Education conference (acec), Cairns, 2–4 October.
Lloyd, L. & Both, K. (2003) De groeten uit Australië — Indrukken van multiage-groepen in Australië en Nederland (Greetings from Australia — Impressions of multiage groups in Australia and the Netherlands). Menserkinderen. Tijdschrift voor en over Jenaplanonderwijs 18(3), January, pp.5–7. ISSN 0920-3664
Lloyd, L. (2002) Multiage Classes: What research tells us about their suitability for rural schools. Education in Rural Australia 12(2), pp.1–14. ISSN 1036–0026.
Lloyd, L. (2002) A different chariot? — Response to ‘Cauliflowers, chariots and creative cognition’, TalentEd 20(1), pp.16–18. ISSN 0815–8150
Jenkins, K. & Lloyd, L. (2001) Partnerships, Reflection, Assessment, and Teacher Development: Attempts to Facilitate Teacher Development through Assessment. In P. Little, J. Conway, K. Cleary, S. Bourke, J. Archer & J.A. Kingsland (eds.) 24th International Conference of the Higher Education Research and Development Society of Australasia Inc. University of Newcastle, 8–11 July. ISBN 0 908557 49 3
Lloyd, L. (2000) Motivation and Learning: The Project Approach. TalentEd 18(3), pp.2–8. ISSN 0815–8150
Lloyd, L. (1999) Multi-Age Classes and High Ability Students. Review of Educational Research 69(2), pp.187–212.
Lloyd, L. (1999) Multiple Intelligences: Commentary on 'The White Wings Approach'. TalentEd 17(2), May, pp.10–15.
Lloyd, L. (1998) Achievement in a Multiage Class. Free to Learn 4(1), pp.2–4.
Lloyd, L. (1998) Review article on creativity, discussing Baer, J. (1997) Creative Teachers, Creative Students, Boston: Allyn and Bacon; Csikszentmihalyi, M. (1996) Creativity; Flow and the Psychology of Discovery and Invention, New York: Harper Collins; and Starko, A.J. (1995), Creativity in the Classroom; Schools of Curious Delight, New York: Longman; in TalentEd, 16(3), pp.20–25.
Lloyd, L. (1997) Composite Classes and Teachers' Beliefs. Asia-Pacific Journal of Teacher Education 25(3), pp.225–258.
Lloyd, L. (1997) Multi-Age Classes: An Option for All Students? Australasian Journal of Gifted Education, 6(1), pp.11–20. ISSN 1323–9686
Lloyd, L. (1997) Reflections on Recent Schooling Experiences in California. The Education Network 11, pp.23–31.
Lloyd, L. (1997) Letter from America. TalentEd 58, pp.22–23.
Lloyd, L. (1997) Letter from America: 35th Annual CAG Conference. TalentEd 57, pp.1–4.
Lloyd, L. (1997) Multi-Age Classes. TalentEd 56, pp.21–25.
Lloyd, L. (1997) Letter from America. TalentEd 56, pp.9–12.
Lloyd, L. (1996) Review article on the theory and practice of multiple intelligences, discussing W. Vialle & J. Perry (1995) Nurturing Multiple Intelligences in the Australian Classroom. Melbourne: Hawker Brownlow Education; and D. Lazear (1995) Multiple Assessments for Multiple Intelligences. Melbourne: Hawker Brownlow Education; in TalentEd No.52, Summer 1996, 13–15.
Lloyd, L. (1995) Review article on the theory of multiple intelligences, discussing R. Fogarty & J. Bellanca (1995) Multiple Intelligences; A Collection. Melbourne: Hawker Brownlow Education; and B.Wood & G. Jorgensen (1994) A Treasure Chest for Teachers and Children too; Themes to foster Multiple Intelligences. Dalby: Heads Together. in TalentEd No.51, Spring 1995, 6–9.
Book reviews
Lloyd, L. (2003) Review of Thomas Armstrong (2003) The Multiple Intelligences of Reading and Writing: Making the words come alive. Alexandria, VA: ASCD. 154 pp. In TalentEd 21(1), pp.33–35.
Lloyd, L. (2002) Review of Audrey Beste and Tara Stuart (2001) I Always Knew I was Different; Understanding the Gifted. Raleigh, NC: Pentland Press. 233 pp. In TalentEd 20(3), pp.38–9.
Lloyd, L. (1998) Review of Jacob, A. & Barnsley, G. (eds) (1996) Gifted Children: The Challenge Continues, Sydney: NSW Association for Gifted and Talented Children; in TalentEd, 16(1), p. 21.
Lloyd, L. (1997) Review of Sandra J. Stone (1996) Creating the Multiage Classroom, Glenview, IL: GoodYearBooks; in TalentEd No 58, Winter/Spring, pp.21–3.
Lloyd, L. (1996) Review of H. McGrath and T. Noble (1995), Seven Ways at Once; Classroom Strategies based on the Seven Intelligences, Books 1 and 2, Melbourne: Longman; in TalentEd No 53, Autumn 1996, pp.5–8
Lloyd, L. (1995) Review of R. Fogarty (ed) (1994) The Multiage Classroom: A Collection. Melbourne: Hawker Brownlow; in TalentEd No. 48, Summer 1995, 23–5.
Lloyd, L. (1994) Review of D. Lazear (1992) Seven Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. Melbourne: Hawker Brownlow Education; in TalentEd No.46, Winter 1994, 6–7.
Conference/seminar papers and invited presentations
2006 (October) Linley Cornish, Glen Kite and Paul Cecil, Promoting Thinking in a Rural Classroom with ICT and 'Learning to Learn' Strategies. Refereed conference paper, Australian Computers in Education conference (acec), Cairns, 2–4 October.
2006 (October) Chris Reading, Linley Cornish Sue Belford, Measuring the 'value-added' contribution of embedding ICT in learning. Refereed conference paper, Australian Computers in Education conference (acec), Cairns, 2–4 October.
2006 (April) Chris Reading, Linley Lloyd, Sue Belford, Embedding ICT in Learning (EiL): Collaborative Partnerships for Rural Schools. Presentation at PICTL Forum (Partnerships in ICT Learning), Canberra.
2005 (November) Bush Tracks collective: conference symposium at Australian Association for Research in Education, Sydney (4 papers)
2005 (October) Presentation to staff of Sandon Public School, on mixed-age teaching and stage-based classes
2005 (October) Parents' Views of Composite Classes. School of Education seminar series.
2005 (September) Achieving Quality Outcomes through Assessment: Approaches taken by the Learning and Teaching Team (J. Boyd, L. Hopwood, K. Jenkins, L. Lloyd, J. Maurer, P. Merrotsy, S. Smith). 3rd Symposium on Teaching and Learning, FEHPS, UNE
2005 (August) Staff seminar and student lecture on mixed-age teaching to School of Teacher Education, Charles Sturt University
2005 (July) Research Related to Mixed-Age Classes. Australian Association of Multi-age Education conference, Brisbane.
2005 (July) Graphic Organisers and Higher-Order Thinking. Australian Association of Multi-age Education conference, Brisbane.
2005 (July) Joint presentation with Helen Pendreigh, Faculty Mentor, at HERDSA conference on Higher Education in a Changing World, University of Western Sydney.
2005 (April) The case for multi-age classrooms. Presentation at Research Snapshots: Learning % Teaching mini conference. School of Education, UNE.
2004 (September) Parents' Views of Composite Classes in an Australian Primary School. Second International Multigrade Teaching Conference: Turning Biases into Benefits. Bangkok, Thailand.
2004 (May) Invited presentation to staff at The Armidale School regarding Quality Teaching Awards of the Australian College of Educators
2004 Member of team involved in site visit (Newcastle) of a finalist in Quality Teaching Awards, Australian College of Educators
2004 (April) School Development Day, Cronulla High School: Graphic Organisers and Bloom's Taxonomy
2004 (18 March, Ballina; 19 March, Coffs Harbour) Professional Development Workshops for Catholic Education Office on Differentiating the Curriculum
2004 (February) Presentation on Learning Styles to Mentor Training Program for Academic Mentors, Duval College
2003 (September) Being a 'Reflective Practitioner' — How my beliefs about learning have influenced my teaching (and vice versa). Keynote address to Honouring our Tertiary Teaching conference. Armidale: University of New England.
2003 (July) School Development Day, Cronulla High School: Differentiating the Curriculum
2003 (February) Presentation on Learning Styles to Duval College Tutor Training Program
2002–2004: Guest lectures, Language Training Centre, UNE
2002 (September) What We Know about Multiage Classes. ‘Teaching and Learning in Jenaplan Schools’, conference for German Jenaplan teachers, hosted by the Jenaplan Association of The Netherlands, Assen, 2–6 September.
2002 (with Kathy Jenkins) seminar presentation, UNE, on invited research and professional development with novice teachers in a rural high school
Jenkins, K. & Lloyd, L. (2002) Beginning Teachers: When Reality Bites. Paper presented at ‘Challenging Futures? Changing Agendas in Teacher Education’. Conference hosted by School of Education, UNE and Change and Education Research Group (CERG), UTS; 3–7 February.
2002 (February) Multi-Age Classes: Philosophy and Practice. Keynote given at ‘Embracing Diversity’ — the one-day pre-conference workshop as part of ‘Challenging Futures? Changing Agendas in Teacher Education’. Conference hosted by School of Education, UNE and Change and Education Research Group (CERG), UTS; 3–7 February.
2001 (April) School Development Day presentation (interactive three-hour workshop) to a consortium of local schools in Tenterfield. Focus of day: Tenterfield Schools Quality Teaching and Learning; Student Educators not Subject Teachers.
2001 (July) Benefits of Multi-Age Classes. Society for the Provision of Education in Rural Australia (SPERA) 17th National Conference, Wagga Wagga, 8–11 July.
Jenkins, K. & Lloyd, L. (2001) Partnerships, Reflection, Assessment, and Teacher Development: Attempts to Facilitate Teacher Development through Assessment. 24th International Conference of the Higher Education Research and Development Society of Australasia Inc. University of Newcastle, 8–11 July.
2000 seminar presentation, UNE, on research carried out in Queensland multi-age schools
1999 (June) Keynote address for Exploring Individual Potential conference, The Armidale School. Conference cancelled at last minute.
Thesis examination
(1999) Reading Preferences of Grade 3 and 4 Accelerated Readers. Chérie Ashby, School of Curriculum Studies, University of New England, September.
Thesis supervision
2006 Cassandra Oxenburgh M.Ed.(Hons.), How teachers attempt to meet the challenge of inclusive pedagogy for highly gifted students. Second Class Honours Division I
2002 Eileen Chanin M.Ed.(Hons.), A class of their own: Educational pathways of early achievers. Second Class Honours Division I
1999 Belinda Eskelinen B.Ed.(Hons.), A comparative case study of two students' reading environments utilising 'Multiple Intelligence strategies'. Second Class Honours Division I
Research Projects and Grants
2006 Evaluation of parents' attitudes towards and beliefs about staged classes (carried out in a regional primary school after 5 years' of staged classes)
2006 Evaluation of teachers' attitudes towards and beliefs about staged classes (carried out in a regional primary school after 5 years' of staged classes)
2005 Teaching Development Grant (FEHPS): Improving Communication and Assessment via WebCT. $4000
2003–2005 Planning, grant application and research for Bush Tracks project on rural teaching (pedagogy and transitions to leadership). Project funded by University Research Grant ($10,000) for Bush Tracks: An investigation of rural teaching, leadership challenges and transitions; and Faculty Large Grant ($5000) for Bush Tracks: An analysis of teacher professional learning and effective pedagogies in rural schools.
2005 Management Committee (with Chris Reading, SiMERR and Sue Belford, NSW CAP): Embedding ICT and Learning to Learn strategies in Learning (EiL). NSW State Pilot Project for Partnerships in ICT Learning (PICTL).
2005, Member of Learning Team (with Glen Kite, CAP teacher and Paul Cecil, BEd student) in EiL project: Embedding ICT and Learning to Learn strategies in Learning.
1999 Promoting literacy strategies for secondary teachers (with Armidale High School teachers Gaylia Bigg, Support Teacher Learning Difficulties, and Jan Johnson, English as a Second Language teacher).
1997 UNE Internal Research Grant, $3500. Qualitative study on the experiences of high ability children in a multi-age class.
1995 Evaluation of parents' attitudes towards and beliefs about composite classes (carried out in a large regional primary school) [Lloyd, L. (1996) ‘Parents’ Views on Aspects of their Children’s Schooling and their Beliefs about Composite Classes’. Report to the Principal of XXX School, 21 pp + statistical appendix]
1995 Evaluation of teachers' attitudes towards and beliefs about composite classes (carried out in a large regional primary school) [Lloyd, L. (1996) ‘Report on survey of teachers at XXX School conducted in September 1995 to ascertain their feelings and beliefs about composite classes’, 22 pp. + statistical appendix]
Professional Activities
Co-editor since 1994 (with Stan Bailey till 2004 and since then with Peter Merrotsy) of TalentEd, a partially refereed journal for teachers and parents interested in the education of talented children. Two issues per year. ISSN 0815-8150
2005, 2006 Secretary of School Council: Duval High School
2006 (June) Interviewed by Kylie Ladd for article on composite classes, published in Sydney’s Child group of magazines (August)
2005 Team leader, Learning and Teaching group, School of Education
2005 Gifted and Talented Interest Group (monthly meetings to share knowledge of developments in the field)
2005 (May) Practicum at Apollo Parkways Primary School, Melbourne (exemplary ICT school)
2005 (February and October) PEEL (Project for Enhancing Effective Learning) training, McCarthy Catholic College, Tamworth
2004 ongoing: Member of Editorial Board of refereed Journal of Multiage Education
2004 (December) PEEL (Project for Enhancing Effective Learning) discussion group, O'Connor Catholic College, Armidale
2004 (October) Invited attendance at Country Areas Program Professional Development Day, Inverell
2004 (September) Presentation at Faculty Research Day: Bush tracks: a study of rural teaching transitions. C. McConaghy, D. Paterson, J. Miller, J. Hardy, L. Lloyd, L. Graham, K. Jenkins, N. Taylor, G. Corrigan, G. Noone, D. Bloomfield
2004 (August) workshop with Country Areas Program teachers, UNE
2004 (May) Practicum at Glen Waverley Secondary College, Melbourne (exemplary ICT school)
2004 (May/June) Bhutan Multigrade Attachment Program for Senior Professionals (organised and taught the four-week program)
2004 (February) Radio interview with Steve Price, 2UE, about composite classes
2003–2005 Member of Steering Committee to set up a new national organisation (Australasian Association of Multiage Educators)
2003–2005 Second-Year Coordinator, Bachelor of Education
2003: workshop participant providing feedback on Draft Professional Teaching Standards of the Interim Committee for the NSW Institute of Teachers
2003 (November) Teacher Education at UNE – a personal view, Smith's Weekly.
2003 (October): two-page article in The Armidale Express called ‘Ten Good Reasons to Study Teacher Education at UNE’ (invited as part of the celebrations marking 75 years of teacher education in Armidale).
2002 Organised a one-day professional development program on Consistent Teacher Judgement for FEHPS, UNE
2002 Invited professional development to two different schools setting up mixed-age classes (advice, meetings, addresses to parents, addresses to teachers, input into evaluations)
2001 Bhutan Multigrade Attachment Program for Senior Professionals (4-week program I organised and taught)
2001 ongoing: Bhutan Multigrade Attachment Program. Workshops, school placements, school visits, and social activities for visiting multi-grade teachers from Bhutan
2001 Planning Committee for international teacher education conference ‘Challenging Futures? Changing Agendas in Teacher Education’ sponsored jointly by the School of Education, UNE and the Change and Education Research Group (CERG) at University of Technology, Sydney.
2000 Program Director, Graduate Diploma in Education and Combined Degrees
2000 UNE Delegate to Teacher Education Council
2000 (all year) with Kathy Jenkins: Professional Development of Beginning Teachers (in one school in a remote area)
2000: organised a symposium on Rural and Remote Education for DET and UNE staff
2000 (November) Member of the External Review Panel for the Bachelor of Science degree, UNE
2000 (October) Invited attendance at Country Areas Program Professional Development Day, Moree
School Development Day inservices (see above under 'Conference papers and invited presentations')
1998 and 1999 Participant in Community-based Indigenous Teacher Education Project (CITEP) at Boggabilla
1997 onwards: initial organiser and ongoing participant in 'Beyond the Line', an annual student excursion to remote schools.
1997 Organised a Gifted and Talented program at a local school
1997–1999 Member of Gifted and Talented committee at a local school
1997 Participated in visit to UNE by delegation of State Department of Education officials and senior UNICEF personnel. Presented an evening seminar and took part in the full-week program of school visits and seminars (November).
Talent Enrichment Day 1997–2001. Several hundred children aged 7–15 attended these days each year (usually held on a Sunday in October). UNE staff and local teachers offered half-day and full-day courses. My involvement included organising the day (as a member of the Organising Committee) and providing either parent or children workshops on the day.
TalentEd Virtual Enrichment Program (TEdVEP), now called TalentEd Enrichment Program. This program consists of online enrichment courses for talented children. Students undertake courses of their choice either as a school initiative or working from home. My involvement covered two terms in each year 1999–2000 when I co-taught (with Stan Bailey) the course Researching and Designing Special Interest Tours.
1992–2001 Member of School Council: Armidale City Public School (President, 1994, 1995)
Awards
2006 Carrick Awards for Australian University Teaching: Citation for Outstanding Contribution to Student Learning
2005 Certificate for achieving the highest response rate in student evaluations. Evaluation and Review Officer, Teaching and Learning Centre, UNE
2003 Vice-Chancellor's Award for Excellence in Teaching, Individual category. UNE
2003 Quality Teaching Award, Australian College of Educators
1995 Certificate of Appreciation for services to public education. Department of Education and Training