Professor Stella Vosniadou
Stella Vosniadou is a Strategic Professor in Education at Flinders University, South Australia. She obtained her B.A. degree from Brandeis University, M.A degree from Columbia University and Ph.D. in Psychology from Clark University in the USA. In previous academic appointments she served as a Senior Scientist at the Center for the Study of Reading, University of Illinois in Urbana-Champaign and Professor of Cognitive Psychology and Director of the Interdisciplinary Graduate Program in Cognitive Science at the National and Kapodistrian University of Athens.
Professor Vosniadou research is in the area of learning and cognitive development with a focus on how students understand counter-intuitive concepts in science and mathematics. She is well known for her research on conceptual change for which she received the 2011 Distinguished International Contributions to Child Development Award by the Society for Research in Child Development. She has more than 150 publications including authored and edited books and articles in refereed journals and edited volumes, and more than 18,000 citations on her published research.
Professor Vosniadou is the current editor of the 'Educational Practices Series' a publication of the International Academy of Education and of the International Bureau of Education of the UNESCO, and serves on the editorial board of five international journals, including the Educational Psychologist, Mathematical Learning and Thinking, and Human Development.
Ph.D., Psychology, Clark University, USA
M.A., Psychology and Education, Teachers College, Columbia University, USA
B.A., Brandeis University, USA
Honours and awards
Member, Academia Europaea, 2016
Distinguished International Contributions to Child Development Research Award, Society for Research in Child Development, 2011
Fellow, American Educational Research Association, 2012)
Fellow, International Academy of Education, 1997)
Chair, Cognitive Science Society (2012-2013)
President, European Association for Research in Learning and Instruction (1995-1997)
Vosniadou, S. & Skopeliti, E. (2019). Evaluating the effects of analogy enriched text on the learning of science: The importance of learning indexes. Journal of Research in Science Teaching, 1-33. 56, 732-764.Doi:10.1002/tea.21523
Vosniadou, S. (2019). The development of students’ understanding of science. Frontiers in Education, 4(32), doi:10.3389/Feduc.2019.00032
Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M. & Jeffries, D. (2018). Teachers’ and students’ belief systems about self-regulated learning: Matters for challenge. Educational Psychology Review, 31(1), 223-251. Doi:10.1007/s10648-018-9453-7.
Vamvakoussi, X., Christou, K., & Vosniadou, S. (2018). Bridging psychological and educational research on rational number knowledge. Journal of Numerical Cognition, 4(1), 84-106. Doi:5964/jnc.v411.82
Vosniadou, S., Pnevmatikos, D., Makris, N., Eikospentaki, K., Lepenioti, D., Chountala, A., & Kyrianakis, G. (2018). The recruitment of shifting and inhibition in on-line science and mathematics tasks. Cognitive Science, 42, 1860-1886. Doi:10.1111/cogs.12624
Vosniadou, S. (Ed.). (2013). International Handbook of Research on Conceptual Change. New York: Routledge 2nd Edition.
Emeritus Professor Mike Lawson
Mike Lawson is Emeritus Professorin the College of Education, Psychology and Law.From 1990 he had significant administrative responsibilities at School, Faculty and University level. These have included Acting Dean of the School of Education, Associate Dean (Research) of the School, membership of the Faculty Research Committee, membership of the University Research Committee and the University Advisory Group on Research, and founding Director of the Education Strategic Research Initiative, now Educational Futures.
Mikes’ research has focused on the use of strategies for learning in classroom and study situations. In recent years this research has been concerned with applications in mathematical problem solving, vocabulary acquisition in language learning and the facilitation by teachers of students' use of learning strategies. In addition Mike has been involved as a member of teams that have evaluated the effects of interventions on mental health for students in primary schools and early childhood centres.
Ph.D., Educational Psychology, University of Alberta, CAN
M.Ed., Educational Psychology, University of Alberta, CAN
B.A., Monash University, AUS
Kirby, J., & Lawson, M. J. (Eds). (2012). Enhancing the quality of learning. New York: Cambridge University Press.
Lawson, M. J. (1984). Being executive about metacognition. In J. Kirby (Ed.), Cognitive strategies and educational performance. (pp. 89-109). New York: Academic Press.
Lawson, M. J. & Hogben, D. (1996). The vocabulary learning strategies of foreign language students. Language Learning, 46, 101 - 135.
Professor Lorraine Graham
The University of Melbourne
Lorraine Graham is Professor of Learning Intervention at the University of Melbourne. Past positions include Professor of Inclusion and Educational Psychology at the University of New England, Associate Director (student diversity) of the SiMERR National Research Centre and co-developer of the QuickSmart Numeracy and Literacy Programs.
She began as a primary school teacher in the 1980s and then continued her studies at Simon Fraser University in British Columbia, Canada, where she worked with Professor Bernice Wong and her colleagues. During this time she developed and implemented the 3H reading comprehension strategy and taught in elementary school and tertiary settings, focusing on cognitive and metacognitive interventions for students with literacy learning disabilities.
On returning to Australia in May 1994, she joined the inclusive education and psychology team at the University of New England. From 2001 onwards, she has been involved in the development and scaling up of the QuickSmart Numeracy and Literacy programs. Her work with Professor John Pegg on QuickSmart alone has impacted over 12,000 Australian students drawn from more than 1,000 schools across the country.
Lorraine’s career is focused on school inclusion, literacy strategies, basic academic skill interventions in numeracy and literacy and, ultimately, the effective teaching of all students.
Ph.D., Instructional Psychology, Simon Fraser University, USA
M.A., Learning Disabilities, Simon Fraser University, CAN
GradDip.Ed., University of Southern Queensland, AUS
Dip.Ed., University of Southern Queensland, AUS
Honours and awards
Fellow, International Academy of Research into Learning Disabilities
Team Award for Excellence in Research, University of New England
Graham, L., Bellert, A., Thomas, J., & Pegg, J. (2007). QuickSmart: A basic skills intervention for middle school students with learning difficulties. Journal of Learning Disabilities, 40(5), 410-419.
Wong, B.Y.L., Graham, L., Hoskyn, M., & Berman, J. (2008). The ABCs of learning disabilities. San Diego: Elsevier. (281pp) ISBN 97801237255330
Graham, L., Paterson, D., & Stevens, R. (2007). An exceptional schooling outcomes project: Equity programs for junior secondary schools. Brisbane: Post Pressed. (92pp) ISBN 9781921214103
Doctor Charlotte Dignath-van Ewijk
Johann Wolfgang Goethe University of Frankfurtdignath@psych.uni-frankfurt.de
Psy.D., Educational Psychology, Johann Wolfgang Goethe University of Frankfurt, GER
Dip.Psy., Technical University Darmstadt, GER
Dignath, C., Büttner, G. & Langfeldt, H.-P. (2008). How can primary school students acquire self-regulated learning most efficiently? A meta-analysis on interventions that aim at fostering self-regulation. Educational Research Review, 3, 101-129.
Dignath, C. & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition & Learning, 3, 231-264.
Perels, F., Dignath, C. & Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24, 17-32.
Professor Michelene Chi
Arizona State University
Michelene T.H. Chi is a cognitive and learning science researcher interested in active learning, defined as ways in which students engage with the learning materials. She has developed a framework for active learning called ICAP that differentiates students' overt engagement activities into four kinds: collaborative/Interactive, generative/Constructive, manipulative/Active, and attentive/Passive, and predicts that I>C>A>P. Professor Chi is also interested in instructional videos for online learning and proposes that videos of tutorial dialogues are more effective for student learning than didactic monologue videos. Her research centers on students' learning of concepts in STEM domains focusing on "emergent" concepts for which students hold robust misconceptions.
Professor Chi is the director of the Learning and Cognition Lab at ASU. One of her research projects involves devising and implementing a professional development module for teachers to create lesson activities that promote greater and deeper learning and facilitate certain modes of engagement behaviors in students. The framework that her team provides is based on previous empirical work that demonstrates the success of designing activities that foster types of engagement that they identify. The goal is to implement these modules remotely so that teachers design activities within their lesson plans tailored to specific disciplines such as courses in science.
Ph.D., Psychology, Carnegie-Mellon University, USA
B.Sc., Carnegie-Mellon University, USA
Honours and awards
Fellow and Scholar (all elected or invited)
1977-1982 Spencer Fellowship, awarded by the National Academy of Education, for promising research and professional development contributing to the theory and practice of education.
1986 Fellow, Division 7, APA.
1992 Fellow, Association for Psychological Science.
1996 – 1997 Resident Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford, CA .
2002-2005 Fellow, Center for Philosophy of Science, Univ. of Pittsburgh.
2003 One of the 7 inaugural Fellows, Cognitive Science Society.
2013 Fellow, AERA.
2010 Fellow, National Academy of Education.
2016 Education Research Knowledge Forum Scholar, one of 32 scholars selected by a crowdsourcing method to engage with policy leaders in a forum about educational research; initiated on AERA Centennial’ year.
2016 Fellow, Inducted into the American Academy of Arts and Sciences.
Awards and Recognition
1982 Boyd R. McCandless Young Scientist Award, presented by Division 7 of APA, for distinguished theoretical contribution and programmatic research efforts in the field of developmental psychology.
2006 Chancellor’s Distinguished Research Award, Senior Category, for “innovative research of landmark impact in several research areas”, University of Pittsburgh.
2010 Elected to the National Academy of Education.
2013 Faculty Achievement Award, for excellence in defining edge research/creative activities, Professional Application, ASU.
2013 Sylvia Scribner Award, AERA, Division 3. The award recognizes a program of work that has significantly influenced thinking and research in the field of learning and instruction.
2014 Wickenden Award, from the American Society for Engineering Education, for a paper that shows "the highest standards of scholarly research in engineering education published in the Journal of Engineering Education” in 2013.
2014 MLF Teachers College Outstanding Research Achievement with Impact Award.
2015 Dorothy Bray Endowed Professor of Science and Teaching.
2015 Edward Lee Thorndike Career Achievement Award for Distinguished Contribution to Education, American Psychological Association, in recognition for original, scientific, and empirically-based research that contributes significantly to knowledge, theory, or practice in educational psychology.
2016 The Career Award for Distinguished Contributions to Research in Education is the premier acknowledgment of outstanding achievement and success in education research. It is designed to publicize, motivate, encourage, and suggest models for education research at its best.
2016 White House Meeting as a Knowledge Forum Scholar. February.
Chi, M. T. H., Feltovich, P., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices.Cognitive Science, 5, 121-152.
Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), 271-315.Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.), Children's Thinking: What Develops? (pp. 73-96). Hillsdale, NJ: Erlbaum. Reprinted in: (1993) Worlds of Childhood Reader, Wozniak R (ed.), 232-239.
Doctor Penny Van DeurFlinders University
Penny Van Deur is a lecturer in teacher education in the College of Education, Psychology and Social Work at Flinders University. She is a member of the Flinders Centers: Sciences of Learning in Education, Student Wellbeing and the Prevention of Violence, and the Mindfulness Special Interest Research Group. Her research interests relate to students’ knowledge of self-directed learning. She has carried out projects to develop and assess self-directed learners in primary and middle schools and has collected the perspectives of teachers and students about what works to develop self-directed learning and why. She has also worked on collaborative research projects that have fostered the development of self-directed and active learners in secondary schools; collected teachers’ and pre-service teachers’ beliefs about learning and teaching; as well as investigating the implementation of wellbeing programs in schools, and the influence on students’ learning of the International Baccalaureate approach. She has completed research commissioned by the International Baccalaureate Organization to provide resources for educators to support critical reflection and inquiry on the IB Learner profile.She has an interest in inquiry and has researched students’ knowledge of problem solving. Penny had a long career teaching in primary schools before taking up teaching and research at Flinders University.
Ph.D., Educational Psychology
M.A., Educational Psychology
M.Ed., Gifted Education
Van Deur, P. (2019). Students’ views of problems and problem solving. In J. Orrell & H. Askell-Williams (Eds.) Problem Solving for teaching and learning: A festschrift in honour of Emeritus professor Mike Lawson. Routledge, Melbourne, Victoria.
Van Deur, P. (2019). Using an assessment to chart primary students’ self-directed learning knowledge. In C. S. Keator (Ed.) Self-Directed Learning (SDL): Strategies, Technologies and Challenges. Nova Science Pub Inc. (in publication)
Lawson, M., Vosniadou, S., Van Deur, P., Wyra, M. & Jeffries, D. (2018). Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning. Educational Psychology Review. 31(1), 223.
Van Deur, P. (2018). Managing Self-Directed Learning in Primary School Education: Emerging Research and Opportunities. IGI Global, Hershey, PA.
Van Deur, P. (2015). Students’ strategies for planning and reflecting on the process of carrying out the IB Personal Project. In H. Askell-Williams (Ed.) Transforming the future of learning with educational research. IGI Global, Hershey, PA.
Askell-Williams, H, Slee, P. T. & Van Deur, P (2013). Social and emotional well-being programmes: The nexus between sustainability and quality assurance. The Psychology of Education Review. 37(2), 48-56.
Doctor Mirella WyraFlinders University
Mirella Wyra is a senior lecturer in the College of Education, Psychology and Social Work. Her research interests include cognitive psychology and educational practice, curriculum and pedagogy, linguistics and evaluating quality in teachers’ and learners’ knowledge. Mirella teaches and coordinates undergraduate and graduate level topics in languages education, cognitive psychology and educational practice and ICT in languages education.
B.Ed. (Languages) (Honours)
Honours and awards
2013/2018, Mace Bearer, College of Education, Psychology and Social Work, Flinders University.
2012, Early Career Training School Fellowship.
Doctor Igusti DarmawanThe University of Adelaide
Dr I Gusti Ngurah Darmawan is a Senior Lecturer and the Associate Head (International) within the School of Education at the University of Adelaide. His research interests are wide and varied. From a strong initial interest in ICT and Science Education, he has extended his field of inquiry in these areas to cross-national and comparative perspectives, and consequently developing a strong interest in educational research methodology and measurement.
Ph.D., Flinders University, AUS
M.Sc., Information Resources Management, Syracuse University, USA
GradCert.Ed., Higher Education, The University of Adelaide, AUS
B.Eng., Civil Engineering, Bandung Institute of Technology, Indonesia
Honours and awards
2011, Dean of Education Excellence Award. Awarded for excellence in building international research partnerships.
2003, Occupational and Research in Education Training Fellowship, Flinders University.
Doctor Helen Stephenson
Helen Stephenson is Research Officer in the College of Education, Psychology and Social Work at Flinders University. She has previously worked as a Project Manager in higher education and temporary relief teacher in South Australia. Helen has coordinated and taught undergraduate and postgraduate business internship topics, tutored undergraduate and postgraduate education topics, and presented professional development workshops in higher education . Her research interests are professional experiences, work readiness, student voice, and self-regulation. Helen's PhD focussed on the essential characteristics of initial teacher education professional experiences.
PhD, Flinders University, AUS
MEd (Leadership and Management), Flinders University, AUS
BTeach (Primary), University of South Australia, AUS
Honours and awards
ACEN Special Initiatives Grant
Chancellor's Letter of Commendation
Golden Key Society
Member of Flinders College of Distinguished Educators
Stephenson, H., Giles, D., & Bissaker, K. (2018). The power of hermeneutic phenomenology in restoring the centrality of experiences in work-integrated learning. International Journal of Work-Integrated Learning, 19(3), 261-271.
West, D., & Stephenson, H. (2016). SANTPEN's SoTL journey: Building and using a SoTL approach across institutions. The Journal of Scholarship of Teaching and Learning, 16(5), 107-122.
Doctor Wendy Scott
The University of Melbourne
Wendy Scott is a research fellow and sessional lecturer at the Melbourne Graduate School of Education. She is also teacher practitioner with over thirty years of experience in inclusive education. She lectures in the areas of learning diversity and language and literacy development. Her research interests include differentiated instruction, learning disabilities and difficulties, reading and self regulated learning.
PhD, Victoria University, AUS
M. Ed. La Trobe University, AUS
B. Ed. La Trobe University, AUS
G.D.S.E. The University of Melbourne, AUS
Dip. Tch. Primary The University of Melbourne, AUS
Honours and awards
Victoria University Postgraduate Award with Stipend
Secomb Travel and Conference Scholarship
Mona Tobias Award – Learning Difficulties Australia-conferred at Melbourne University
Dunn, M., Loch, B. and Scott, W. (2017) The effectiveness of Resources created by Students as Partners in explaining the Relevance of Mathematics in Engineering Education. International Journal of Mathematical Education in Science and Technology
Graham, L. & Scott, W. (2015) Teacher Preparation for Inclusive Education: Initial teacher preparation and In-service Professional Development. Department of Education and Training commission.
Scott, W. (2006) Professional development for differentiated teaching practices. Australian Journal of Learning Disabilities
Scott, W. (2004) Case Study: The development of an intervention to improve the written expression of a student diagnosed with verbal dyspraxia. Australian Journal of Learning Disabilities
Scott, W. (2004) Responding to variability in a community of learners. Practically Primary 9(1), 45-46
Doctor Emily White
The University of Melbourne
Emily White is a research fellow and sessional lecturer at the Melbourne Graduate School of Education, as well as a teacher practitioner with over fifteen years of experience in disability-specific and inclusive education. She lectures on the use of data, learning progressions, and technology to support targeted teaching and learning for students with disability or additional learning needs. Her research interests include understanding, mapping, and supporting learning for students with disability, particularly vision impairment, pedagogical practices, and inclusive assessment. Her PhD study investigated the development and validation of measures for the assessment and teaching of digital literacy for students with disability.
Ph.D., Education, The University of Melbourne, AUS
M., Special Education (Sensory Disabilities), University of Newcastle, AUS
M., Teaching, University of Virginia, USA
B.S., Health and Physical Education, University of Virginia, USA
White, E. (2014). A critical review of Lieberman, L. J., Haibach, P., and Schedlin, H. (2012). Physical education and children with CHARGE syndrome: Research to practice. Journal of the South Pacific Educators in Vision Impairment, 7(1), 15-17. http://www.spevi.net/wp-content/uploads/2015/07/JSPEVI-Vol-7-No-1-2014.pdf
White, E. H., Woods, K., & Poed, S. (July, 2017). The assessment and development of digital literacy in students with vision impairment and additional learning needs: Preliminary findings from a current PhD study. Proceedings from the 9th International Council on the Education of People with Vision Impairment European Conference, Bruges, Belgium. http://www.icevi-europe.org/files/2017/empowered-by-dialogue/icevi-europe-2017-proceedings.pdf
Doctor Rob MasonFlinders University
Rob is a casual academic in the College of Education, Psychology and Social Work at Flinders University. He provides research support across a number of projects in the College, and teaches in the Bachelor of Sport, Health and Physical of Activity degree. He holds a Masters of Teaching (Secondary) from the University of Melbourne, and spent several years as a research assistant and PhD student within UoM’s Science of Learning Research Centre (SLRC). His recently submitted PhD thesis investigated verbal feedback between coach and athlete in an elite sporting setting. His research interests include quantifying the impact of educational interventions across a range of contexts, feedback provision and reception, and sport coach learning and development.
MTeach (Secondary), University of Melbourne, AUS
BA (Honours), University of Tasmania, AUS
BA/BMus, University of Tasmania, AUS
2017, Australian Government Research Training Program Scholarship
2016, Science of Learning Research Centre (SLRC) Conference: Best Student Poster
2015, Dean's Honours List - Master of Teaching (Secondary), University of Melbourne
Mason., R.J., Farrow, D., & Hattie, J.A.C. (2020). An analysis of in-game feedback provided by coaches in an Australian Football League competition. Physical Education and Sport Pedagogy, x, 1-14.
Bond, K. S., Jorm, A. F., Kelly, C. M., Kitchener, B. A., Morris, S. L., & Mason, R. J. (2017). Considerations when providing mental health first aid to an LGBTIQ person: a Delphi study. Advances in Mental Health, 15(2), .183-197
Mason, R. J., Hart, L. M., Rossetto, A., & Jorm, A. F. (2015). Quality and predictors of adolescents׳ first aid intentions and actions towards a peer with a mental health problem. Psychiatry Research, 228(1), 31-38.
Doctor Masa Pavlovic
The University of Melbourne
Ph.D., The University of Melbourne
M.Sc., Curtin University of Technology