Dr Greg McPhan

Principal Research Manager – Teacher Quality - School of Education; The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR); Faculty of Humanities, Arts, Social Sciences and Education

Phone: +61 2 6773 2280

Email: gmcphan2@une.edu.au

Biography

Greg is Principal Research Manager: Teacher Quality at the SiMERR National Research Centre, located within the School of Education. He has been involved in mathematics and science education, as a teacher, lecturer and researcher for over 30 years.

As an education researcher, Greg has been involved in intensive school-based studies, as well as large national initiatives, for which he has been responsible for the day-to-day coordination of projects, including data collection, data analysis and reporting. In these capacities he has developed a range of skills in coordinating the many teams and elements involved in large-scale projects.

Greg has worked closely with Australian Institute for Teaching and School Leadership (AITSL) since 2010, as part of a project team that undertook the validation of the Australian Professional Standards for Teachers (APST) in 2010. Since then, he has been a key member of research teams that have been associated with the national implementation of APST through two phases of Pilot Studies as well as co-construction with AITSL and delivery of the Assessor Training Program linked to the certification of Highly Accomplished and Lead teachers in Australia. He has also been a key member of the team that undertook a major evaluation of teacher quality initiatives in NSW, taking on project management, online survey development, data management/analysis, and final report preparation roles. Additionally, he is a member of the UNE team that is contributing to the activities of the Australian Research Council Science of Learning Research Centre.

Greg's current project activities also encompass those linked to the establishment of a National Research Centre for Teacher Quality (RCTQ-SiMERR) at the Philippine Normal University (PNU), Manila, funded by DFAT. An area of current focus at RCTQ, in which he is playing a key role, is the preparedness (content knowledge and pedagogy) of teachers in the Philippines to implement the requirements of the K to 12 curriculum reforms. Teachers preparedness is being investigated in a study within the discipline areas of English, Filipino, mathematics and science.

Qualifications

BA Dip Ed PhD AMusA (P) LMusA (P) LMusA (V)

Memberships

American Education Research Association
International Congress for School Effectiveness and Improvement

Consultancy Interests

Teacher quality
School effectiveness

Teaching Areas

Research only position

Research Interests

Cognition
Concept mapping
Teacher quality
Science of learning

2014 – 2015: Member of UNE’s research team contributing to the Australian Research Council initiative for science of learning, the Science of Learning Research Centre (SLRC). Current research foci are: (i) the neural correlates of automaticity in mathematics, and (ii) the neural correlates of concept mapping;2015: Research partner for AITSL to develop a blended refresher program for assessors as part of the national assessor training program for the certification of Highly Accomplished and Lead teachers in Australia.

2012-13: Research partner for AITSL to develop and deliver a national assessor training program for the certification of Highly Accomplished and Lead teachers

2012-13: Member of the project team that is providing ongoing advice and support in the establishment of a national research centre for teacher quality at the Philippine Normal University (AusAID funded);

2012: Research partner for AITSL providing advice to additional Pilot projects undertaken nationally to trial further the implementation of the validated Australian Professional Standards for Teachers across all career stages;

2012: Member of the project team that undertook an evaluation of the role of Leaders of Pedagogy and Teacher Educators within the Catholic schools in the Sydney Diocese

2011-15: Member of the project team undertaking an evaluation of schools designated as Centres for Excellence in NSW as part of the Smarter Schools National Partnership initiatives around quality teaching and practicum experience reforms;

2011: Research partner for AITSL providing advice to seventeen Pilot projects undertaken nationally to trial the implementation of the validated National Professional Standards for Teachers;

2011: Member of the Guest Editorial team for the Special Issue of the official journal of the Mathematics Eucation Research Group of Australasia Inc. (MERGA), titled Mathematics Education in Rural Schools – Evidence based approaches (published by Springer);

2010: Validation of the Draft National Professional Standards for Teachers for the Australian Institute of Teaching and School Leadership (AITSL);

2008: The Australian Government Summer School for Teachers Programme (Mathematics and Science) – Project Manager;

2006-7: Perceived influences on student’ decisions to undertake higher-level mathematics courses (Maths? Why Not? project);

2005-6: Teacher professional development (ASISTM – Round 1) to support the introduction of concept mapping and Vee diagram techniques to primary and secondary students;

Publications

McPhan, G. & Tobias, S. (2011). Editorial – special issue: Mathematics Education in Rural Schools - Evidence-based approaches. Mathematics Education Research Journal.

McPhan, G. & Pegg, J. (2009). The Option of Selecting Higher-level Mathematics Courses: Transitional tensions. In R. Hunter, B. Bicknell & T. Burgess (Eds.), Crossing Divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, Wellington, pp. 363-370). Wellington: MERGA.

Afamasaga-Fuata’I, K. & McPhan, G. (2008). Concept Maps as Innovative Learning and Assessment Tools in Primary Schools. In K. Afamasaga Fuata’I (Ed.) Multiple Perspectives on Concept Mapping in Mathematics: Research into practice. New York, Springer Publishers.

McPhan, G., Pegg, J., & Horarik, S. (2008). Feedback About Professional Growth for Teachers of Mathematics: A Developmental Perspective. In M Goos, R Brown, & K Makar (Eds.), Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, Brisbane, pp. 345-352). Brisbane: MERGA.

McPhan, G. (2008). Generalizing Levels of Students’ Understanding About Conductivity: A SOLO Analysis. Teaching Science. Vol 54, No 4.

McPhan, G. (2008). A Developmental Framework for Assessing Concept Maps. In A.J. Canas, P. Reiska, M. Ahlberg & J.D. Novak (Eds.), Concept mapping – Connecting Educators (Proceedings of the Third International Conference on Concept Mapping, Estonia and Finland, pp. 34-44). Estonia: IHMC.

McPhan, G., Morony, W., Pegg, J., Cooksey, R., & Lynch, T. (2008).  Maths? Why Not? Report to the Department of Education, Employment and Workplace Relations, March 2008.

McPhan, G., & Afamasaga Fuata’I, K. (2008). Concept Mapping and Moving Forward as a Community of Learners. In A.J. Canas, P. Reiska, M. Ahlberg & J.D. Novak (Eds.), Concept mapping – Connecting Educators (Proceedings of the Third International Conference on Concept Mapping, Estonia and Finland, pp. 197-204). Estonia: IHMC.

Afamasaga-Fuata’I, K. & McPhan, G. (2007). Adapting Vee Diagrams for Use by Primary and Secondary School Students. Proceedings of the 2007 Annual Conference of the New Zealand Association for Research in Education, Christchurch. ISSN 1176-4902.

McPhan, G., & Afamasaga Fuata’I, K. (2007). Narrowing the Gap: From Documents to Doing Using Concept Maps. In L. Graham (Ed.), Narrowing the Gap (Proceedings of the Annual Conference of the National Centre for Science, Information Technology, and Mathematics Education for Rural and Regional Australia, Armidale).

RESEARCH REPORTS

Pegg, J., McPhan, G., & Hardy, J. (2011). Summary Report: Pilot Projects Trialling the National Professional Standards for Teachers. Research Report. SiMERR National Research Centre: UNE, Armidale, NSW.

Pegg, J., McPhan, G., Mowbray, B., & Lynch, T. (2010). Validation of the Draft national Professional Standards for Teachers. Research Report. SiMERR National Research Centre: UNE, Armidale, NSW.

CONFERENCE PROCEEDINGS

Lyons, T., Choi, J-Y, & McPhan, G. (2009). Innovation for Equity in Rural Education. (Proceedings of the International Symposium For Innovation in Rural Education – ISFIRE 2009). Armidale: UNE.

CONFERENCE PRESENTATIONS

Hardy, J., Loos, A., McPhan, G., & Pegg, J (2014). Enhancing Teacher Quality: Developing and implementing nationally consistent Professional Standards for Teachers in Australia. Symposium presented at the Annual Meeting of the American Education Research Association (AERA, 2014), April 2014, Philadelphia, USA.

McPhan, G (2011). Using Concept Mapping Strategies to Support Teacher Professional Development and the Assessment of Student Understanding in Mathematics and Science. Paper presented at the Second International Symposium for Innovation in Rural Education (ISFIRE2, 2011), February, 2011, Kongju, South Korea.

McPhan, G. (2009). Developing Context-based Learning Sequences in Science: Insights into the professional development needs of rural and regional teachers. Paper presented at the International Symposium for Innovation in Rural Education (ISFIRE 2009), January, 2009, Armidale.

McPhan, G. (2008). The SOLO Model. Workshop presentation at the Riverina Mathematics Association Annual Conference, April 2008, Wagga Wagga.

Afamasaga-Fuata’I, K. & McPhan, G. (2007).  Narrowing the Gap: From Documents to Doing.  Paper presented at the Annual Conference of the National Centre for Science, Information Technology, and Mathematics Education for Rural and Regional Australia, April 2007, Armidale, NSW.

Afamasaga-Fuata’I, K. & McPhan, G. (2007, December). Adapting Vee Diagrams for Use by Primary and Secondary School Students.  Paper presented at the National Conference of the New Zealand Association for Research in Education, Christchurch, NZ.

McPhan, G., & Morony, W. (2007).Student Choices in the Senior Years. Forum presentation at the joint day of the Annual Conference of the Mathematics Education Research Group and the Biennial Conference of the Australian Mathematics Teachers Association, July 2007, Hobart.

McPhan, G. (2003).  Reversible Links in Concept Maps: Indicators of Formal Thinking? Paper presented at the Annual Conference of the Australian Science Education Research Association, July 2003, Melbourne.

McPhan, G. (1998). The Qualitative Assessment of Concept Maps: A SOLO Analysis.  Paper presented at the Annual Conference of the Australian Science Education Research Association, July 1998, Darwin.

McPhan, G. (1993). Acquiring Concepts About the Sructure and Behaviour of Matter: Productive Process or Undesirable Outcome? Paper presented at the Third International Seminar, Misconceptions and Education Strategies in Science and Mathematics, July 1993, Ithaca, New York.

McPhan, G. (1993). The National Profiles: A teacher’s perspective. Paper presented at the Conference of the Australian Science Teachers’ Association, July 1993, Sydney.

McPhan, G. (1992). The Constructivist Learning Cycle. Paper presented at the Annual Conference of the New South Wales Science Teachers Association, December 1992, Sydney.McPhan, G., & Morony, W. (2007).

Fleming, K. & McPhan, G. (1992). Conceptual Change: A study of ideas held by children in the 3-12 years age range about air. Paper presented at the Conference of the Australian Science Teachers’ Association, July 1992, Perth.

Research Supervision Experience

Masters level:
A content analysis of students’ conversations (and other interactions) in a mathematics learning environment where reflection is emphasized (Co-supervision)

Doctoral level:
Assessing conceptual understandings of primary-aged Chinese students in mathematics and science (Co-supervision)
Enhancing Students’ Financial Numeracy: The Role of the teaching and learning of mathematics (Co-supervision)