Dr Louise Sutherland
|
Co-ordinator Science Curriculum K-12 Senior Lecturer, Division of Undergraduate and Pre-service Programs Program Director, MTeach(Secondary) |
Email: Phone: +61 2 9351 6258 Fax: +61 2 9351 2606 Building.Room: A35.806 |
Research interests
Learning sciences; psychology of education
- Learning technologies and new media
- Learning, cognition and motivation
Research on teaching and learning
- Mathematics and science
Awards
Excellence in Teaching Award 2003, Faculty of Education and Social Work, University of Sydney
Edith Cowan Authentic Learning Award Higher Educationals Research and Development Society of Australasia 2005
Professional and community roles
Syllabus refinement
I have acted as a critical reviewer for the NSW board of Studies where I have provide feedback on drafts of the revised K-6 Science and Technology syllabus and the 7-10 Science syllabus.
Current projects
- Science Teachers perspectives of Inquiry in Science.
- Enhancing understanding of teaching science in the primary school:myscience@sydney.
- Enhancing students' motivation in science through inquiry
Current research students
| Project title | Degree | Research student |
|---|---|---|
| Science pre-service teachers' beliefs about inquiry. (Supervisor) | EdD | Katherine Anderson |
Selected publications
Journal articles
- Sutherland, L. Markauskaite, L. (2012). Examining the role of authenticity in supporting the development of professional identity: an example from teacher education. Higher Education, 64, 747–766.
- Sutherland, L., Howard, S., Markauskaite, L. . (2010). Professional identity creation: examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455–465.
- Markauskaite, L, Sutherland, L. (2008). Exploring individual and collaborative dimensions of knowledge building in an online learning community of practice. Informatics in Education, 7(1), 105–126.
- Markauskaite, L, Sutherland, L, Howard, S. (2008). Knowledge labels and their correlates in an asynchronous text-based computer-supported collaborative learning environment: Who uses and who benefits?. Research and practice in technology enhanced learning, 3(1), 65–93.
- Sutherland, L, Scanlon, L, Sperring, A. (2005). New directions in preparing professionals: examining issues in engaging students in communities of practice through a school-university partnership. Teaching and Teacher Education, 21, 79–92.
Conference papers
- Markauskaite, L, Sutherland, L, Reimann, P. (2006). Interaction and Cognitive Engagement in the Community of Practice: The Contradiction of Terms?. In Kinshuk; Rob Koper, Peit Kommer et al Proceedings of the sixth International Conference on Advanced Learning Technologies: ICALT 2006 (pp. 623–625). Kerkrade, The Netherlands, 5-7 July 2006.
- Sutherland, L, Marcus, G, Jessup, A. (2005). From face to face to blended learning: Issues and challenges in redesigning a professional course. In A. Brew and C. Asmar Higher Education in a changing world. Research and Development in Higher Education, 28. Proceedings of the 2005 HERDSA Annual Conference. Sydney Australia 3 - 6 July. (pp. 551–558).