Research projects and grants

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.

Q Project

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

2019 - 2023
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.

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

Assoc. Professor 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.

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

Professor Neil Selwyn, Professor Dragan Gasevic, Professor 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.

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. Professor Nikolay Veresov, Dr Megan Adams, Joseph Agbenyega, Laureate Professor Marilyn Fleer, Dr Gloria Quinones

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.

Getting Evidence Moving in Schools

Assoc. Professor 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.

Dynamic Leadership in Early Childhood

Dr Sharryn Clarke, Dr Robyn Babaeff, Dr Leigh Disney

2018 - 2019
Department of Education and Training (VIC)

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

Mr Roland Gesthuizen, Assoc. Professor 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.

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.