Research areas

Educational history, sociology and philosophy [+]

• History of education [+]

  History of education is a field of inquiry characterised by diversity of topic, method and approach, yet unified by a focus on the making of social systems and practices in the past and over time. Research in this area is frequently directed towards better understanding the origins and operations of current education settings. Areas of inquiry include – but are not restricted to – histories of policy, ideas and institutions, curricula and teaching methods, postcolonial education perspectives, feminism and the profession, transnational and the cross-cultural transferral of ideas, the experiences of the teacher, both past and contemporary, students and their families as well as teaching and learning in non-formal forums. History of education is one of the broadest research fields in the Faculty, with much scope for new work and fresh perspective.

• Philosophy of education [+]

  Research in the philosophy of education explores the abiding questions of philosophy as they arise in educational ideas, practices and institutions. Because both philosophy and education are complex and diverse domains of human life, the scope of this field is broad, encompassing specialised research in epistemology, ethics and theorising about the nature of the social world and human development, among other things.

• Sociology of education [+]

  Sociologists of education study learning and teaching as social processes, and the social contexts in which they occur. How schools work as institutions, who gets educated, the educational effects of class inequality, of gender, ethnicity, and relations between generations. Sociologists are also interested in the knowledge that forms the school curriculum, where it comes from and why it takes the form it does, how we test and evaluate learning, and what are the social effects of the way we test. Research projects can involve interviewing, field observation, surveys and a variety of other approaches.

Educational systems: administration, management and leadership [+]

• Higher education [+]

  Around the world, systems of higher education confront many common challenges. One is the increasing commodification of education, under the pressure of economic globalisation and of rising demand for higher education combined with straitened budgets. Increasingly international competition is also driving a complex process of system fragmentation, as some public institutions are privatised and some institutions and staff are being channelled into either research or teaching intensive activity. Internationalisation is not only economic: students, staff, programs and administration are also becoming increasingly mobile, and therefore more socially and culturally diverse. Meanwhile, information and communication technologies and increasing diversity among students are transforming pedagogies. These developments make higher education systems a very rich field for research.

• International and comparative education [+]

  Educational problems and policies are less and less likely to be framed entirely within their local context. More commonly, as education is caught up in moves towards the global ‘knowledge economy’, countries compare their policies and performance in education, and adapt or adopt elements of other systems. But this ‘cultural borrowing’ is actually an intricate art, which raises key questions of culture, identity and context. International organizations, often economic (such as the OECD, World Bank, and Asian Development Bank) are also having an increasing impact on how national educational policies and programs are framed, as are institutions such as UNESCO, UNICEF and the UNDP. Educational aid (bi-lateral and multi-lateral) also shapes the development of national education systems, particularly in the developing world. These processes and institutions are the stuff of research in international and comparative education.

• Preschool, primary and secondary [+]

  In modern societies, formal education for children and young people takes place primarily in institutions – primary and secondary schools, and increasingly in preschool and child care settings. This area of research focuses on these institutions as organizations. Specifically, research investigates the policies, practices and actors that shape the governance, administration and development of these institutions over time.

Health and sport [+]

• Body image and identity [+]

  This cross-disciplinary area of research investigates self image, self esteem, identity, body image, obesity, dieting and eating disorders among children, adolescents, the role of teachers and implications for school-based health education and childhood obesity prevention. Analytical frameworks for this field of inquiry are consider issues of gender, life-course stage, socio-cultural influences, ethnicity, social class and Indigenous status.

• Health promotion [+]

  This area focuses on several broad aspects of school-based health education and health promotion theory, research and practice. Research and interventions include nutrition education, physical activity promotion, drug education, sex education, mental health promotion, self esteem development, obesity prevention and innovative initiatives to encourage youth participation in sport, physical activity, outdoor activities and health-related behaviours.

• History and sociology of sport [+]

  Sport is a social practice with a history as long as those of human communities. Sport is also typically a highly organised practice, with formal and informal codes and rules, and stratified structures of participation from amateur to professional, beginner to elite. Sport also has complex relationships to other social institutions, such as the nation state, the local community, and the school. Accordingly, this area of research provides ample material for historical and sociological analysis.

• Sports performance [+]

  Research in sports performance focuses on a wide range of topics from youth development through to high-performance athletes. Themes include coach development and education, coach performance, optimising athlete performance, strength conditioning and injury prevention.

Learning sciences; psychology of education [+]

• Assessment and evaluation [+]

  Educational assessment and evaluation are fields which aim to understand and improve the quality of educational work. Research on assessment involves understanding how student learning, and other key educational factors such as achievement, may be measured in ways which are reliable, valid, and useful to stakeholders (for example, students, teachers, parents). Assessment research also looks at how assessment decisions affect the quality of learning and other vital educational processes and outcomes. Educational evaluation research aims to understand factors underlying the quality of educational systems, such as the relations between student, teacher and school effects on learning and achievement. Both assessment and evaluation research can use quantitative and qualitative research methods, and often draws upon theory and research from educational psychology and the learning sciences more broadly.

• Developmental psychology [+]

  Developmental psychology is the branch of psychology that studies the physical, mental, and behavioural changes that occur from conception to old age. Of particular relevance to education, educational psychology and the learning sciences, developmental psychology considers aspects of an individual's development that have implications for achievement, learning, cognition, motivation and engagement. Thus, for example, developmental psychology examines changes in educational outcomes over the course of school or from one year to another; it seeks to understand how physical, mental, and behavioural changes affect academic achievement and engagement; and it examines effective strategies to apply appropriately at different stages of individuals' development to help them learn to potential. Educational progress and educational trajectories, then, are closely connected to key aspects of individuals' development and developmental psychology is a central perspective on how to understand and assess this.

• Learning technologies and new media [+]

  Research on learning technologies and new media refers to theoretically grounded investigations into the design of learning environments that are enabled or mediated by a broad array of computational, representational, and collaboration technologies. Examples of these new types of learning environments include computer supported collaborative learning, virtual reality and 3D visualization systems, mobile devices, intelligent pedagogical agents, use of computers and other digital devices in classrooms, technology use in corporate training and out of school learning, and technology enabled delivery of courses. Research in this field also explores topics at the intersection of technology and education, such as instructional design, teacher education, and learning management.

• Learning, cognition and motivation [+]

  Learning, cognition, and motivation are key elements in educational development. Learning refers to the process of acquiring new and relatively enduring information, knowledge, and behaviour. Cognition refers to forms of knowing and awareness including thought, judgement, expectations, and attitude. Motivation refers to the impetus that gives purpose, energy, and direction to individuals' actions, and activities. Together, learning, cognition, and motivation--as well as the real world contexts in which these occur--are vital to our understanding of how to best promote the sustained and quality acquisition of important skills and attributes in learners; how to address core cognitive processes and thought repertoires to maximise engagement in learning and achievement; and, how to inspire learners to persist and engage with academic tasks in purposeful and well-directed ways.

Research on teaching and learning [+]

• Creative and performing arts [+]

  Research in creative and performing arts education examines the ways that drama, visual arts, music and film (media) learning and teaching occurs in schools and other settings. Key questions include how learners from diverse backgrounds engage in specific arts forms and how that engagement shapes their responses to other aspects of their lives. The relationship between arts and other key learning areas such as literacy, and the benefits of arts-enriched programs on academic achievement, are also of concern to researchers in this field.

• Early childhood education [+]

  A child’s early learning is a critical factor in determining his or her life chances. Many children in Australia do not currently experience quality early learning education and increased supply of early childhood teachers is frequently the only initiative proposed as the answer to need in this area. Research in early childhood addresses the complex range of contextual and cultural issues which need to be addressed to support and enhance the development of high quality early childhood education. Underpinned by a child-centred philosophy focusing on the individual needs of the child, research in this area is informed by developmental psychology, recent developments in the neurosciences as well as social scientific and educational frameworks and methods. The slow development of the professional standing of early childhood education in Australia is another important research theme.

• English and literacy [+]

  Debates about practice, curriculum and policy in English and literacy education have raged for many decades and continue to attract media and public attention: How best to teach English and literacy in the early, acquisition stages of schooling? How to maintain English and literacy learning through the middle years? How to strengthen English education in the senior phase of schooling, particularly in the area of literary and arts-enriched studies, while supporting and extending literacy capabilities across the school curriculum, and across print and digital media? How to expand our view of English and literacy education to incorporate the complex visually presented information used across the curriculum areas? These and other questions continue to drive research into this critical area.

• Health and physical education and development [+]

  Research in these fields investigates the implementation of school-based health promotion, physical activity, nutrition education and obesity prevention programs. Key topics include school and community based health promotion interventions, obesity prevention, physical activity promotion and health status among primary and secondary school students, children, adolescents, undergraduate teachers and practising teachers.

• Learning and teaching in higher education [+]

  Tertiary education is diverse both across and within institutions. Approaches to pedagogy need to support and encourage the independence of learners while providing discipline specific training. Research on learning and teaching in higher education uses diverse methodological approaches to investigate the opportunities and challenges of new educational technologies, more diverse student bodies, rapid disciplinary evolution and the growth of cross-disciplinary fields.

• Mathematics and science [+]

  Mathematics and science education research is concerned both with the subject content in these disciplines and with exploring what students of all ages understand about mathematics and science, how they develop this understanding and how best to teach them. Some research explores content specific issues related to student’s understanding of simple and complex concepts in mathematics and science, or affective issues concerning student motivation and engagement in these disciplines. Research also investigates the impact of technology on student learning, as well as exploring the most effective ways to improve and sustain teacher professional learning.

• Social sciences, including civics [+]

  Research on teaching and learning in social sciences, such as history, examines fundamental issues of curriculum, pedagogy, policy and assessment in these key disciplines. How teachers might be well-prepared for teaching social sciences, as well as critical engagement with what they teach, and why, are important themes in research in this area. Civics and citizenship education is one significant stream of research in social sciences education, tackling issues such as the role schools play in preparing democratic citizens, the curricula required to prepare global citizens, and how Australian education in these areas compares with other countries.

• Special and inclusive education [+]

  Research on special and inclusive education covers a wide range of topics exploring conceptual, theoretical, methodological and policy and practice issues. Research on special education includes evidence-based and effective teaching practices for literacy and numeracy, behaviour management and educational interventions for specific disabilities such as autism, blindness, physical disabilities, learning difficulties and intellectual disabilities. Research on inclusive education focuses on attitudinal research, teacher training and professional development, research with families, and development of inclusive practices and collaboration within and across schools and systems.

• Teacher education and professional learning [+]

  Teachers form the largest single professional group in Australia. Research on teacher education examines a wide range of issues, spanning studies of the efficacy of pre-service teacher education programs, analyses of policies driving change in these programs, and explorations of the experience of ‘becoming’ in this key social profession. Research on teacher professional learning also has a wide span, taking in studies of specific interventions to sustain and enhance in-service teacher knowledge professionalism as well as studies of the development of teacher practice and identity over time.

Social structures, inequalities and social justice [+]

• Gender relations and gender identity [+]

  The social positions of women and men, the distinctions between femininity and masculinity, the different ways gender patterns are enacted, and the consequences in terms of economic and social inequality, are important themes of contemporary social science and humanities. Researchers investigate how gender relations affect growing up, personal relationships, and large-scale institutions, and how they are represented in culture. The Faculty has made significant research efforts in this area. Projects range from life-history interviewing and examinations of gendered labour markets to studies of global gender patterns. A particular focus has been the place of men and boys in gender relations and the social construction of masculinities.

• Indigenous issues [+]

  In post-colonial societies, such as Australia, research into Indigenous issues is primarily concerned with advancing the position and knowledge base of Indigenous people. It also has the potential to contribute to a deeper understanding of past conflict, current problems and future directions within society more broadly. The Faculty contributes to both these dimensions of research in its research higher degree program, and in research conducted in collaboration with Indigenous researchers and communities. Improving the educational and social outcomes of Indigenous people are key aims of this work.

• Sexuality and sexual identity [+]

  Human sexuality is a topic of great interest in society, but has been difficult to develop as a research field, outside a narrow biological or medical context. In recent decades, however, sexuality has developed as an important field of research in the social and cultural sciences. Its topics include the social structures shaping sexual practice; the variations between cultures – and within cultures – in practices around intercourse, childbirth and sexual health; sexual violence and exploitation; representations of sexuality in mass media; and the role of sexuality in human development. The practical importance of social research on sexuality, for purposes such as addressing the HIV/AIDS pandemic, are now recognised.

• Social change [+]

  Societies change over time, so the experiences and relationships of groups and individuals change too. These changes can be studied by the techniques of documentary history or statistical analysis, and by contemporary research methods such as life-history interviewing. In the study of social change in education, how institutions such as schools are created and transformed is a particular focus of research. In the study of change in social work and policy studies fields, how social policies, interventions and movements deliberately and inadvertently affect the distribution of power and resources and the social position of different kinds of people are central, as is understanding the role of individual and collective action to promote or resist change.

• Sociology of knowledge [+]

  The relationship between social structures and knowledge systems is a background issue in much of the social and cultural sciences. It affects the way we think about school curriculum, about the scientific basis of practice in social work and teaching, and about research itself. Recently the question of the social bases of knowledge on a world scale has come into focus, in discussions of post-colonial studies, southern theory, and indigenous knowledge. Research on these questions can range from studies of particular curriculum fields, to studies of the production of social theory in the global periphery.

Social work and social policy [+]

• Ageing and end-of-life [+]

  Ageing and old age are constituted as markers of social progress and conferrer of family and social burden.  The end-of-life, dying and death are universal experiences, which posit questions of meaning and survival for individuals, communities and societies and questions of equity for social policy and social work practice. Social work in ageing, dying, death and bereavement are core fields of professional practice and social work and social policy. Research contributes knowledge about the social dimensions of these points on the life course and focuses on how social justice ideas can inform policy and practice. Key questions in this area include: What are the social dimensions of ageing and of dying, death and bereavement in globalising, multicultural societies?  What are desirable directions for social policies and social work practices in ageing and at the end-of-life?  How can social policies and social work practices address the social and health inequalities that permeate ageing and the end-of-life?

• Child young people: safety and well-being [+]

  Research in this area extends from healthy children and young people in their social and school environments through to severely disadvantaged children and young people and their families. This includes children and young people in culturally and linguistically diverse (CALD) communities, Indigenous communities and low socio-economic communities. Research is typically informed by theoretical and conceptual perspectives about safety, risk, resilience, welfare and wellbeing. Understanding the policy context of responding to complex problems experienced by children and young people is also critical to research in this area, as are the interconnections between practice, policy and research. Principles of conducting ethical research with children who represent a vulnerable community group underpin the research activities.

• Counselling, welfare and community services [+]

  This area brings together research focused on individual, family, group and community experiences and the relationships between them. One key theme is improving understandings of individual situations and experiences. Here, research draws on a range of psycho-social theories which aim to explore the relationships between individuals and their social environment, based on the understanding that this environment is made up of multiple, complex, interrelated systems with which individuals may have varying levels of engagement. Emphasis is given to improving understandings and knowledge of individual behavior during the life course, the exploration of social relationships and the effectiveness of specific modes of service delivery and interventions.

• Disability and mental health [+]

  Emphasis is placed on exploring different conceptualisations of disability and mental health in order to constructively appraise the interrelationship between theory, policy and practice. This facilitates theoretical and empirical research which has an interdisciplinary focus and which has both a critical and a practical relevance. Examples include the application of postmodern feminist perspectives, appraisals of social model frames of reference and the use of ‘action’ and participatory research methodologies. Research into these areas investigates commonly held assumptions, brings to the fore consumer perspectives and critically appraises key aspects of policy and practice.

• Knowledge building in social work practice and education [+]

  Research in this area involves the critical analysis, development and application of theoretical perspectives that underpin social work education and practice. Knowledge building is based on qualitative and quantitative research traditions with an emphasis on theory development; applying theory to practice; evidence-informed practice and practice-based research from which theories are derived. Research inquiry in this field may occur within social work or inter-professionally with other disciplines.

• Social policy [+]

  Social policy involves systematic interventions by governments and public institutions to define and address social problems and social needs. Research in social policy traverses the disciplines – and uses the methods – of political science, economics, sociology and social work, as it seeks to understand how social policy is made, implemented and experienced in local, national and international contexts.

• Social work in health care [+]

  Research in this area is conceptualised broadly, underpinned by understandings of the social determinants of health and health inequalities for individuals, groups and communities. This includes the health and wellbeing of individuals and their social relationships, health policy and innovation; the organisation and delivery of health services and local, national and global health initiatives. Discursive, theoretical, empirical and practice-based approaches, using both quantitative and qualitative methodologies support research inquiry in this field.

• Third sector research [+]

  Third sector research investigates the nature, role and influence of non-governmental (or not-for-profit) organisations. Key topics for third sector research include the role of NGOs in social policy development and governance; the history and organisation of NGO services in specific fields such as domestic violence, community development, ageing and child protection; how NGOs contribute to global social policy and international aid and development; NGOs and their contribution to democracy; and the role of human service NGOs in social policy research.

• Violence against women and children [+]

  Research in this area is undertaken from a feminist perspective. It is aimed at producing knowledge that increases our understanding of the impact of violence in women’s and children’s lives and that can contribute to practice and policy to enhance the lives of women and children who live or have lived with violence. Research topics include: violence and the law, post separation violence, sexual assault against women and children, integrated responses to violence, and the intersections of violence with other factors such as age, sexuality, poverty, race, ethnicity, religion and geographical location.

Teaching English to Speakers of Other Languages [+]

• English for academic purposes [+]

  Research in the area of English for academic purposes (EAP) investigates topics such as classroom practices and assessment as they relate the teaching and learning of English for academic purposes. This may include a focus on listening, reading, writing or speaking in academic settings as well as broader issues such as what it means to be a second language student in an academic setting where English is the medium. Recent years have also seen a particular emphasis on what is called advanced academic literacies research, such as second language thesis and dissertation writing, and the multiple literacy requirements of second language students in academic settings. Another theme is identity; specifically, the study of how students both negotiate and develop their identities as they increase their participation in academic communities. Research also makes increased use of computers to carry out corpus-based studies of the use of English in academic settings.

• Languages and cultures education [+]

  Schooling in many nations has undergone a paradigm shift, to adopt ideas of ‘intercultural’ education, whereby formal education seeks to develop in students the values, knowledge and skills that promote and reinforce beneficial and long-lasting inter-ethnic relations at the individual, group and community levels. Some scholars of second and foreign language education have embraced these ideas to theorise a new set of goals for formalised classroom language learning. Research in this new paradigm of ‘intercultural language education’ examines many aspects of explicit language learning processes, processes in ‘culture learning’, identity formation as a result of language learning, teacher pedagogy, new developments in curriculum construction and materials design, and teachers’ ways of identifying and assessing intercultural learning outcomes.

• Second language acquisition [+]

  Second language acquisition (SLA) research examines a broad range of theoretical, methodological and pedagogical issues concerning how English is acquired as a second/foreign language. Second language acquisition research aims to produce both descriptions and explanations of what is involved in acquiring a second language. One area of SLA research investigates the nature and variability of learner language. Others examine how individual differences (such as age, gender, first language background and literacy), cognitive factors (such as the role of memory, information processing, learning strategies and motivation) and environmental factors (such as attitudes towards language, input and interaction and the language learning classroom) influence language learning success and the rate of acquisition. SLA research employs a range of research designs, including experimental and survey research, case studies and ethnographies. SLA research also seeks to apply SLA theories to classroom teaching, curriculum design and assessment, with the aim of answering the question: What effects does instruction have on second language acquisition?