Jo Lampert is a Professor of Social Inclusion and Teacher Education and Director of the Commonwealth and State supported NEXUS alternative pathway into teaching. NEXUS is a community-engaged teacher education program designed to prepare culturally diverse, high-quality teachers for metropolitan, regional, and rural secondary schools in Victoria, many of which are hard-to-staff. Jo was founder and co-director of the National Exceptional Teacher for Disadvantaged Schools (NETDS) program for ten years prior to moving to La Trobe University in 2017 - where over the past 5 years she developed NEXUS. In 2022 she took up a professorial role in teacher education for social transformation at Monash University.



Over the past twenty-five years, Professor Lampert’s internationally recognised research has included Aboriginal and Torres Strait Islander education, teacher education for high poverty schools and community-engagement in teacher education. She has been CI on many Australian Research Council grants including a current Indigenous Discovery on co-design and educational policy. She has research collaborations in Canada, the US, the UK, Hong Kong, Spain, and Brazil and is Editor-in-Chief of the Oxford Research Encyclopedia of Teacher Education. With a background in literary studies Professor Lampert is known for her research in children's books about September 11, 2001. She tweets @jolampert



Show notes

Kettle, M., Burnett B., & Lampert, J (2022).  Conceptualising Early Career Teachers' Agency and Accounts of Social Action in Disadvantaged Schools, Australian Journal of Teacher Education, 47(8):1-17.



Lampert, J. (11 August 2022). Why that one tweet went viral (and what we must do now to fix “teacher shortages”) EduResearch Matters blog, https://www.aare.edu.au/blog/?p=14048



Lampert, J., Mcpherson, A., & Burnett, B. (1 May 2023). Teacher shortages: Is teaching family-friendly now? EduResearch Matters blog, https://www.aare.edu.au/blog/?p=16599



Shay, M., Sarra., & Lampert, J. (2023). Indigenous education policy, practice and research: unravelling the tangled web, Australian Educational Researcher, 50(1):73-88

Jo Lampert is a Professor of Social Inclusion and Teacher Education and Director of the Commonwealth and State supported NEXUS alternative pathway into teaching. NEXUS is a community-engaged teacher education program designed to prepare culturally diverse, high-quality teachers for metropolitan, regional, and rural secondary schools in Victoria, many of which are hard-to-staff. Jo was founder and co-director of the National Exceptional Teacher for Disadvantaged Schools (NETDS) program for ten years prior to moving to La Trobe University in 2017 - where over the past 5 years she developed NEXUS. In 2022 she took up a professorial role in teacher education for social transformation at Monash University.
 
Over the past twenty-five years, Professor Lampert’s internationally recognised research has included Aboriginal and Torres Strait Islander education, teacher education for high poverty schools and community-engagement in teacher education. She has been CI on many Australian Research Council grants including a current Indigenous Discovery on co-design and educational policy. She has research collaborations in Canada, the US, the UK, Hong Kong, Spain, and Brazil and is Editor-in-Chief of the Oxford Research Encyclopedia of Teacher Education. With a background in literary studies Professor Lampert is known for her research in children's books about September 11, 2001. She tweets @jolampert
 
Show notes
Kettle, M., Burnett B., &amp; Lampert, J (2022).  <a href="https://www.webofscience.com/api/gateway?GWVersion=2&amp;SrcApp=PARTNER_APP&amp;SrcAuth=LinksAMR&amp;KeyUT=WOS:000936962700002&amp;DestLinkType=FullRecord&amp;DestApp=ALL_WOS&amp;UsrCustomerID=8c95ae263f2be8fc19a809514efc6fa8">Conceptualising Early Career Teachers' Agency and Accounts of Social Action in Disadvantaged Schools</a>, Australian Journal of Teacher Education, 47(8):1-17.
 
Lampert, J. (11 August 2022). Why that one tweet went viral (and what we must do now to fix “teacher shortages”) EduResearch Matters blog, <a href="https://www.aare.edu.au/blog/?p=14048">https://www.aare.edu.au/blog/?p=14048</a>
 
Lampert, J., Mcpherson, A., &amp; Burnett, B. (1 May 2023). Teacher shortages: Is teaching family-friendly now? EduResearch Matters blog, <a href="https://www.aare.edu.au/blog/?p=16599">https://www.aare.edu.au/blog/?p=16599</a>
 
Shay, M., Sarra., &amp; Lampert, J. (2023). <a href="https://opal.latrobe.edu.au/articles/journal_contribution/Indigenous_education_policy_practice_and_research_unravelling_the_tangled_web/21385461">Indigenous education policy, practice and research: unravelling the tangled web</a>, Australian Educational Researcher, 50(1):73-88

Hosts: Dr Don Carter & Associate Professor Jane Hunter

https://www.uts.edu.au/about/faculty-arts-and-social-sciences/podcasts

Don & Jane are members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. They have spent decades involved with education in schools as classroom teachers, head teachers, policy advisors, curriculum experts, course developers, partners in school-based research studies and the advancement of undergraduate and postgraduate teachers including inservice teacher professional learning.

Hosts: Dr Don Carter &amp; Associate Professor Jane Hunter
<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/podcasts">https://www.uts.edu.au/about/faculty-arts-and-social-sciences/podcasts</a> 
Don &amp; Jane are members of the Life-wide Learning and Education Research Group in the Faculty of Arts &amp; Social Sciences at the University of Technology Sydney. They have spent decades involved with education in schools as classroom teachers, head teachers, policy advisors, curriculum experts, course developers, partners in school-based research studies and the advancement of undergraduate and postgraduate teachers including inservice teacher professional learning.

Talking Teachers

Don & Jane are members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. They have spent decades involved with education in schools as classroom teachers, head teachers, policy advisors, curriculum experts, course developers, partners in school-based research studies and the advancement of undergraduate and postgraduate teachers including inservice teacher professional learning.

Hosts: Dr Don Carter & Associate Professor Jane Hunter

Producer: William Verity

Don &amp; Jane are members of the Life-wide Learning and Education Research Group in the Faculty of Arts &amp; Social Sciences at the University of Technology Sydney. They have spent decades involved with education in schools as classroom teachers, head teachers, policy advisors, curriculum experts, course developers, partners in school-based research studies and the advancement of undergraduate and postgraduate teachers including inservice teacher professional learning.
Hosts: Dr Don Carter &amp; Associate Professor Jane Hunter
Producer: William Verity

Exceptional teachers for disadvantaged schools

Erin Morley is the editor of Education Review and Campus Review both of which report on current issues in school-based education and higher education respectively. A graduate of the University of Wollongong, Erin completed her internship at the Illawarra Mercury, where she investigated the lack of childcare vacancies by phoning 100 childcare centres within 70km of Wollongong.

Throughout 2023, Erin investigated and produced news for the health sector through Nursing Review and Aged Care Insite. 

Show Notes

Knijnik, J., Hunter, J. & Paterson, C. (December 2024). Paper presentation: Education and democracy in schools through the lens of the Australian print media: a decadal examination at AARE Annual Conference, Macquarie University. 

Hopwood, N., Palmer, T. A., Koh, G. A., Lai, M. Y., Dong, Y., Loch, S., & Yu, K. (2024). Understanding student emotions when completing assessment: technological, teacher and student perspectives. International Journal of Research & Method in Education, 1-16. 

Maher, D., & Young, K. (2023). Artificial Intelligence and Literacy Development in K–12 Schools. In Creative AI Tools and Ethical Implications in Teaching and Learning (pp. 80-98). IGI Global. 

Manuel, J., Carter, D., (2020). The English Teacher’s Handbook A-Z (2nd Edn). Phoenix Education.  

Mockler, N. (2022). Constructing teacher identities: How the print media define and present teachers and their work. London: Bloomsbury. 

Nationwide News Pty Ltd. (2024). Education Review. 

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Erin Morley is the editor of Education Review and Campus Review both of which report on current issues in school-based education and higher education respectively. A graduate of the University of Wollongong, Erin completed her internship at the Illawarra Mercury, where she investigated the lack of childcare vacancies by phoning 100 childcare centres within 70km of Wollongong.
Throughout 2023, Erin investigated and produced news for the health sector through Nursing Review and Aged Care Insite.&nbsp;
Show Notes
Knijnik, J., Hunter, J. &amp; Paterson, C. (December 2024). Paper presentation: Education and democracy in schools through the lens of the Australian print media: a decadal examination at AARE Annual Conference, Macquarie University.&nbsp;
Hopwood, N., Palmer, T. A., Koh, G. A., Lai, M. Y., Dong, Y., Loch, S., &amp; Yu, K. (2024).&nbsp;<a href="https://www.tandfonline.com/doi/full/10.1080/1743727X.2024.2358792">Understanding student emotions when completing assessment: technological, teacher and student perspectives</a>. International Journal of Research &amp; Method in Education, 1-16.&nbsp;
Maher, D., &amp; Young, K. (2023).&nbsp;<a href="https://www.igi-global.com/chapter/artificial-intelligence-and-literacy-development-in-k12-schools/330830">Artificial Intelligence and Literacy Development in K&ndash;12 Schools</a>. In Creative AI Tools and Ethical Implications in Teaching and Learning (pp. 80-98). IGI Global.&nbsp;
Manuel, J., Carter, D., (2020). <a href="https://www.phoenixeduc.com/english-teachers-handbook-a-z-2e-9781925169393">The English Teacher&rsquo;s Handbook A-Z</a> (2nd Edn). Phoenix Education.&nbsp;&nbsp;
Mockler, N. (2022). Constructing teacher identities: How the print media define and present teachers and their work. London: Bloomsbury.&nbsp;
Nationwide News Pty Ltd. (2024). <a href="https://www.educationreview.com.au/">Education Review</a>.&nbsp;
Credits
Hosts:&nbsp;<a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a>&nbsp;and&nbsp;<a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the&nbsp;<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a>&nbsp;in the&nbsp;<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a>&nbsp;at the University of Technology Sydney.&nbsp; Producer:&nbsp;William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

The media taking note to improve practice

Dr Jill Brown is an Associate Professor in Mathematics Education at Deakin University. She is a former maths teachers and current maths educator and education researcher.

Jill is internationally recognised for her research where her interests include researching the teaching, learning, and assessing of real-world applications and mathematical modelling, mathematical thinking and reasoning, functions in technology-rich environments, affordances, zone theory, and anything that furthers our understanding of teaching and learning mathematics. She was an elected member on the International Executive of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), 2013-2022.  

Show Notes

Brown, J. (2024). Explicit teaching mandate – a pushback now is critical, AARE EduResearch Matters, April. 

Brown, J. P. (2024). Challenging Tasks: Opportunities for Learning. In Proceedings of the 14th International Congress on Mathematical Education: Volume II: Invited Lectures (pp. 77-92). 

Brown, J. P., Stillman, G. A., Galbraith, P. L., & Ng, K. E. D. (2024). Mathematical modelling of real-world phenomena. Research in Mathematics Education in Australasia 2020–2023, 29-57. 

Brown, J. et al (Ed). (2023). Affordances for learning to teach mathematics: the case of out of filed teachers. Methodological approaches to STEM education research. 4:1-19. Cambridge Scholars.  

Gabriel, F. (2022). Maths anxiety–and how to overcome it. Significance, 19(1), 34-35. 

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Dr Jill Brown is an Associate Professor in Mathematics Education at Deakin University. She is a former maths teachers and current maths educator and education researcher.
Jill is internationally recognised for her research where her interests include researching the teaching, learning, and assessing of real-world applications and mathematical modelling, mathematical thinking and reasoning, functions in technology-rich environments, affordances, zone theory, and anything that furthers our understanding of teaching and learning mathematics. She was an elected member on the International Executive of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), 2013-2022.&nbsp;&nbsp;
Show Notes
Brown, J. (2024). <a href="https://blog.aare.edu.au/explicit-teaching-mandate-a-pushback-now-is-critical/">Explicit teaching mandate &ndash; a pushback now is critical</a>, AARE EduResearch Matters, April.&nbsp;
Brown, J. P. (2024).&nbsp;<a href="https://www.worldscientific.com/doi/pdf/10.1142/9789811287183_0006">Challenging Tasks: Opportunities for Learning</a>. In Proceedings of the 14th International Congress on Mathematical Education: Volume II: Invited Lectures (pp. 77-92).&nbsp;
Brown, J. P., Stillman, G. A., Galbraith, P. L., &amp; Ng, K. E. D. (2024). <a href="https://link.springer.com/chapter/10.1007/978-981-97-1964-8_3">Mathematical modelling of real-world phenomena</a>. Research in Mathematics Education in Australasia 2020&ndash;2023, 29-57.&nbsp;
Brown, J. et al (Ed). (2023). Affordances for learning to teach mathematics: the case of out of filed teachers. Methodological approaches to STEM education research. 4:1-19. Cambridge Scholars.&nbsp;&nbsp;
Gabriel, F. (2022).&nbsp;<a href="https://academic.oup.com/jrssig/article/19/1/34/7029478?login=false">Maths anxiety&ndash;and how to overcome it</a>. Significance, 19(1), 34-35.&nbsp;
Credits
Hosts:&nbsp;<a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a>&nbsp;and&nbsp;<a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the&nbsp;<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a>&nbsp;in the&nbsp;<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a>&nbsp;at the University of Technology Sydney.&nbsp; Producer:&nbsp;William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Maths education in Australian schools

Marnee Shay is an Associate Professor and a Principal Research Fellow in the School of Education at the University of Queensland. She is an Aboriginal woman whose maternal family is from the Ngen'giwumirri language group (Daly River, Northern Territory), she was born in Brisbane, with strong connections to Indigenous communities in southeast Queensland.

Marnee is an experienced and qualified secondary teacher. 

Marnee is a lead editor of a critical text in the field of Indigenous education, “Indigenous education in Australia Learning and Teaching for Deadly Futures”, published by Routledge in 2021 The book won a national award for ‘The Tertiary/VET Teaching and Learning Resource' category at the Education Publishing Awards Australia. 

Show Notes

Mielke, M. & Farrington, D.P. (2021). School based interventions to reduce suspension and arrest: A meta-analysis, Aggression and Violent Behaviour. 56  

https://www.sciencedirect.com/science/article/abs/pii/S1359178920302226?via%3Dihub

Perkins, R., Thomson, A. & Shay, M. (2024). Towards equity: Privileging Indigenous knowledge in education research. Understanding sociological theory for education practices (pp. 45-63). Cambridge University Press. 

Shay, M., Miller, J., Hameed, S. & Armour, D. (2024). Indigenous voices: reimagining Indigenous education through a discourse of excellence. The Australian Educational Researcher, 1-19.  

Shay, M. & Oliver, R. (Eds). (2021). Indigenous education in Australia: Learning and Teaching for Deadly Futures. Abingdon, Oxon United Kingdom: Routledge. 

Shay, M. & Sara, G. (17 May 2024). There’s $110 million for Indigenous education in the budget. But where’s the evidence it will work? in The Conversation 

https://theconversation.com/theres-110-million-for-indigenous-education-in-the-budget-but-wheres-the-evidence-it-will-work-230103

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Marnee Shay is an Associate Professor and a Principal Research Fellow in the School of Education at the University of Queensland. She is an Aboriginal woman whose maternal family is from the Ngen'giwumirri language group (Daly River, Northern Territory), she was born in Brisbane, with strong connections to Indigenous communities in southeast Queensland.
Marnee is an experienced and qualified secondary teacher. 
Marnee is a lead editor of a critical text in the field of Indigenous education, “Indigenous education in Australia Learning and Teaching for Deadly Futures”, published by Routledge in 2021 The book won a national award for ‘The Tertiary/VET Teaching and Learning Resource' category at the Education Publishing Awards Australia. 
Show Notes
Mielke, M. &amp; Farrington, D.P. (2021). School based interventions to reduce suspension and arrest: A meta-analysis, Aggression and Violent Behaviour. 56  
<a href="https://www.sciencedirect.com/science/article/abs/pii/S1359178920302226?via%3Dihub">https://www.sciencedirect.com/science/article/abs/pii/S1359178920302226?via%3Dihub</a> 
Perkins, R., Thomson, A. &amp; Shay, M. (2024). Towards equity: Privileging Indigenous knowledge in education research. Understanding sociological theory for education practices (pp. 45-63). Cambridge University Press. 
Shay, M., Miller, J., Hameed, S. &amp; Armour, D. (2024). Indigenous voices: reimagining Indigenous education through a discourse of excellence. The Australian Educational Researcher, 1-19.  
Shay, M. &amp; Oliver, R. (Eds). (2021). Indigenous education in Australia: Learning and Teaching for Deadly Futures. Abingdon, Oxon United Kingdom: Routledge. 
Shay, M. &amp; Sara, G. (17 May 2024). There’s $110 million for Indigenous education in the budget. But where’s the evidence it will work? in The Conversation 
<a href="https://theconversation.com/theres-110-million-for-indigenous-education-in-the-budget-but-wheres-the-evidence-it-will-work-230103">https://theconversation.com/theres-110-million-for-indigenous-education-in-the-budget-but-wheres-the-evidence-it-will-work-230103</a> 
Credits
Hosts: <a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a> and <a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a> in the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a> at the University of Technology Sydney.  Producer: William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Exceptional teachers for disadvantaged schools

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