2011 grant recipients

 

Bronwen Wade-Leeuwen

BRONWEN WADE-LEEUWEN was born in Sydney. Education: Diploma, Nanyang Academy of Fine Arts, Singapore, B.Ed. (Art), Gd. Dip. (Adult Ed.),  MA (Environmental Design). Wade-Leeuwen (Wen-chen) was a student of Chinese Mo-ku (ink splash) Painting at Nanyang Academy of Fine Arts (1972-75). She was invited to Taiwan as Artist-in-Residence in 2003 and 2005 and conducted fieldwork in Taiwan and Mainland China in 2009.  Presented ‘Creativity’ Workshops at Art in Society International Conferences (2009, 2010 & 2012). Also presented at the TERA International Conference on Education: Imagination & Creativity, National Sun Yat-sen University, Kaohsiung, Taiwan in 2011. Bronwen’s PhD research (2010-2013) is in Visual Arts Education, Department of Education, Macquarie University.

 

 

Christine Grima-Farrell

Chris is currently working with Charles Sturt University and the Australian Catholic University and has taught in schools in various capacities for over 20 years. During this time she was awarded a NSW Premier’s Teaching award for Excellence in her work in the area of inclusive Education. Her research work is currently in the area of inclusion in an attempt to raise an awareness of ways to merge research and practice to support the diverse needs of staff and students. Chris has presented both internationally and nationally and this year travelled to Washington to present at the Council of Exceptional Children’s conference and is currently teaching in the areas of psychology and diversity.

 

 

Endah Retnowati 

Endah is taking a PhD in Education at the School of Education, University of New South Wales, Australia. Her research aims to investigate the effectiveness of a worked example approach based on Cognitive Load Theory, when learned in groups. Cognitive Load Theory suggests that instructional learning should be designed aligning with human cognitive architecture. In particular, it concerns with the limitation of working memory when deals with novel or complex information. A worked example approach designed using this theory has shown the effectiveness for learning novel material in various domains. To test the effectiveness of the worked example approach when students learn mathematics collaboratively in small groups, in this research, a series of experiments has been conducted and the findings are being collected. The result is expected to clarify not only the effectiveness of the instruction when learned individually or collaboratively, but further how different levels of complexity of learning material could facilitate learning in collaborative settings.

 

 

Paul Rooney


Paul is currently a casual academic within the Master of teaching program in the School of Education at the University of Western Sydney, a PhD candidate and member of the School’s Research and Higher Degree Committee. Formerly, the Head of Broughton Anglican College, he is an ACE regional president and state branch member. Paul has presented on national curriculum in Finland and Australia (2008; 2009), cultural assets and faith-based schooling (2011). His writings include in press journal articles on schools as cultural hubs; national curriculum, postsecularism and pedagogy; the evolution of practice in Science education. Paul’s (in press) book chapters include moving from student to teacher in science education and literacy in the social sciences and humanities. His interests in education policy, curriculum design, educational leadership, teaching & learning and faith-based education underpin his doctoral research in cultural assets: a model for supporting school effectiveness within the Anglican tradition; a multi-disciplinary stance using a grounded theory approach within a single qualitative case study method. Paul is also a co-researcher for specialised scientific practices in undergraduate and pre-service teacher training.

 

 

Fiona McLean

Fiona is a second year PhD candidate at the University of Wollongong, and teaches in the Special Education program. She is conducting research into meeting the needs of teachers in rural areas. Her study entitled ‘Bringing It To The Teachers: Meeting the needs of teachers in isolated schools of students with Oppositional Defiant Disorder’ is designed based research. Fiona is the recipient of the IeR student research grants this year to continue her work in isolated areas of NSW.

 

 

Hua Zhong

Hua Zhong is a PhD candidate in the Faculty of Education and Social Work, University of Sydney. She has previously taught English as a Foreign Language at high school level in China and has tutored Second Language Acquisition in the Master of Education (TESOL) program at the University of Sydney. Her PhD study intends to, in an English as a foreign language context, explore the development of vocabulary knowledge in use dimension under a three-dimensional model (Henriksen, 1999).  It examines, under a four-month classroom instruction, how a word develops from receptive to productive use, and how this developmental change associates with the development of vocabulary knowledge in two other comprehension dimensions—partial-precise and depth dimensions. The study will provide empirical evidence on the vocabulary acquisition process as a systematic multi-dimensional continuum. Her current research interests include vocabulary acquisition, vocabulary knowledge assessment and English language testing.

 

 

Feifei Han

Feifei Han completed a Master of Arts (Cross-cultural communication) and a Master of Education (TESOL) at the University of Sydney. She is now a PhD candidate (TESOL) in the Faculty of Education and Social Works, the University of Sydney. She has taught English to Chinese students majoring in English at university level for several years. She also holds a position as a research officer in the areas of higher education and e-learning. Her main research interests are foreign language reading, foreign language vocabulary acquisition, teaching and learning in higher education. Her PhD project adopts a mix-methods paradigm to explore the interaction between lower- and higher-level processing in foreign language reading among Chinese learners of English at university level.