Research projects and grants

Monash Education is renowned for conducting innovative research projects and making a significant contribution to the educational outcomes and health and wellbeing of children, young people and adults from diverse backgrounds and circumstances.

Current externally funded projects

Q Project

Assoc. Prof. Mark Rickinson, Professor Lucas Walsh, Ms Connie Cirkony

2019 - 2024
Paul Ramsay Foundation

The Q Project is an Australian first study to investigate how research evidence is used in schools, and how to support educators to better use that evidence as part of their work.

Conceptual PlayLab

Laureate Professor Marilyn Fleer

2019 - 2024
ARC Laureate Fellowship

Fleer’s Conceptual PlayLab aims to test ground-breaking play-based models for teaching science, technology, engineering and mathematics to young children.

Data-smart schools: enhancing the use of digital data in secondary schools

Professor Neil Selwyn, Professor Dragan Gasevic, Assoc. Prof. Michael Henderson, Dr Luci Pangrazio

2019 - 2021
ARC Discovery Project

This project aims to investigate the use of digital data in schools to identify ways to improve its capture and use.

Informal sport as a health and social resource for diverse young people

Assoc. Prof. Ruth Jeanes, Dr Justen O'Connor, Professor Ramon Spaaij, Professor Dawn Penney, Ms Carmel Guerra

2019 - 2021
ARC Linkage Project

This research investigates the contribution of informal sports participation to the well-being of diverse young people and considers how governments, sport and health agencies can support this participation.

M-cubed: Money, meaning and maths for learners with cognitive disability

Dr Sarah Hopkins, Dr Richard O'Donovan

2019 - 2020
Financial Literacy Australia

Project to develop an assessment tool for evaluating the effectiveness of programs targeting money skills for learners with cognitive disability.

Researching Curriculum Renewal

Dr Justen O'Connor, Dr Laura Alfrey

2018 - 2020
Elisabeth Murdoch College

This research explores the process and outcomes associated with the renewal of a Health and Physical Education (HPE) curriculum, pedagogy and assessment within a suburban secondary college.

Respectful relationships in early childhood professional learning

Dr Marie Hammer, Dr Liang Li, Dr Hilary Monk, Dr Corine Rivalland, Assoc. Prof. Nikolay Veresov, Dr Megan Adams, Joseph Agbenyega, Laureate Professor Marilyn Fleer

2017 - 2020
Victorian Department of Education and Training

Commissioned by the Victorian Department of Education and Training, this project is to develop a training and resource package, which aims to deepen the understanding of early childhood educators in the area of respectful relationships, gender equality, gender-based violence and family violence prevention.

Vocational institutions, undergraduate degrees: distinction or inequality

Professor Sue Webb, Dr Shaun Rawolle, Dr Steven Hodge, Professor Trevor Gale, Professor Ann-Marie Bathmaker

2017 - 2020
ARC Discovery Project

This project aims to identify and understand the equity of broadening participation to undergraduate degrees through the recent expansion of higher education in vocational institutions.

Getting Evidence Moving in Schools

Assoc. Prof. Mark Rickinson, Dr Carlo Perrotta, Professor Neil Selwyn

2019 - 2020
Eureka Benevolent Foundation

Project GEMS involves the development of evidence on key topics in primary school literacy and numeracy teaching strategies, and then the delivery of, and investigation into, different professional learning models that build educators’ capacity to use evidence-based teaching strategies.

Developing Leadership Language in Education Leaders

Dr Sharryn Clarke

2018 - 2019
Hope Early Learning Centres

The aim of this project is to increase professional efficacy in the explicit teaching of thinking skills, including metacognitive processes and research the impact.

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Building an evidence-base for using Minecraft: Education Edition as an educational tool

Mr Roland Gesthuizen, Assoc. Prof. Gillian Kidman

2018 - 2019
Department of Education and Training (VIC)

This research proposes that to better understand student knowledge acquisition and behaviour in virtual learning spaces, we need to start with an analysis of the ‘what and how’ that students are learning.

Developing a conflict resolution theoretical framework for principals, leaders, teachers and whole school staff

Dr John Pardy, Professor Gerald Burke

2018 - 2019
Australian Scholarships Group Friendly Society Limited

This project will research, develop and create a conflict resolution theoretical framework for schools, including principals, leaders, teachers and whole school staff.