Alan Reid

Alan Reid is Professor Emeritus of Education at the University of South Australia where has been a teacher and researcher, as well as holding administrative positions such as Dean of Education and Director of Research Centres. His research interests include educational policy, curriculum change, social justice and education, citizenship education and the history and politics of public education. He has published widely in these areas and gives many talks and papers to professional groups, nationally and internationally. Alan is interested in the contribution that educational researchers can make to education policy, and so has been involved in policy development at the state and national levels. At the State level this has included a secondment to the South Australian Department of Education and Childrens’ Services (DECS) to promote a system-wide culture of research and inquiry; and a Ministerial appointment to review the senior secondary education in South Australia. At the national level, he was the 2002-3 DEST National Research Fellow and was based in the federal department of education (now DEEWR) in Canberra for twelve months where he conducted research on the national curriculum and provided policy advice.

Alan's contribution to education has been recognised through a number of awards, including the MacKillop Medal (2004), the Alby Jones medal (2006), and the Gold Medal of the Australian Council of Educational Leaders (2009). He was conferred the title of Professor Emeritus in 2009, and made a Member of the Order of Australia (AM) on Australia Day, 2012.

Arnetha F. Ball

Arnetha F. Ball is a Professor of Education at Stanford University in the Curriculum Studies, Teacher Education, and Educational Linguistics Programs. She is currently the President of the American Educational Research Association, Director of the Program in African and African American Studies at Stanford University, and Consultant to the Sizemore Initiative in Urban Education at Duquesne University. Before entering the professorate, she taught in pre-school, elementary, and secondary classrooms for over 25 years and was the founder and Executive Director of "Children’s Creative Workshop," an early education center that specialized in providing premiere educational experiences for students from diverse backgrounds. Her research is designed to advance sociocultural theory through studiesthat integrate sociolinguistic, discourse analytic and ethnographic approaches to investigate ways in which semiotic systems in general, and oral and written language in particular, serve as a means for mediating teaching and learning in culturally and linguistically diverse settings. Her interdisciplinary program of research is conducted in complex learning environments that are faced with the challenge of improving education for urban populations in three intersecting contexts: U.S. schools where predominantly poor African American, Latino, and Pacific Islander students are underachieving; community-based organizations that provide alternative education opportunities for academic and/or economic success; and US and South African teacher education programs that prepare teachers to teach students in culturally and linguistically complex classrooms.

Winner of the 2009 AERA Palmer O. Johnson Award and author/co-editor of sixbooks, Ball is a Fellow of the American Educational Research Association and has served as an Academic Specialist for the United States Information Services Program in South Africa, a trustee of the Research Foundation of the National Council of Teachers of English, and was the Inaugural Barbara A. Sizemore Distinguished Visiting Professor in Urban Education from 2009-20011. Author of six books and numerous articles and chapters, she holds B.A. and M.S. degrees from the University of Michigan and a Ph.D. from Stanford University.

David C. Berliner

David C. Berliner is Regents’ Professor of Education Emeritus at Arizona State University. He has also taught at the Universities of Arizona and Massachusetts, at Teachers College and Stanford University, and at universities in Canada, Australia, The Netherlands, Denmark, Spain, and Switzerland. He is a member of the National Academy of Education, the International Academy of Education, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA).

He is the winner of numerous awards, most notably the Brock award and the AERA award for distinguished contributions to education, the E. L. Thorndike award from the APA for lifetime achievements, and the NEA “Friend of Education” award for his work on behalf of the education profession.

He is co-author (with B. J. Biddle) of the best seller The manufactured crisis, co-author (with Ursula Casanova) of Putting research to work, and co-author (with N. L. Gage) of six editions of the textbook Educational psychology. He is co-editor of the first Handbook of educational psychology and the books Talks to teachers, and Perspectives on instructional time. His newest co-authored book, with Sharon Nichols, is Collateral damage: How high-stakes testing corrupts American education. Professor Berliner has authored more than 200 published articles, technical reports, and book chapters.

Kuan-Hsing Chen

Kuan-Hsing Chen is Professor in the Graduate Institute for Social Research and Cultural Studies, and also the coordinator of Center for Asia-Pacific/ Cultural Studies, National Chiao Tung University. Having taught in National Tsing Hua University for 20 years, he has held visiting professorships at universities in Korea, China, Japan, Singapore and the U.S. He has published extensively in both Chinese and English, including edited volumes in English: Stuart Hall: Critical Dialogues in Cultural Studies (1996) and Trajectories: Inter-Asia Cultural Studies (1998), Inter-Asia Cultural Studies Reader (2007); and in Chinese: Cultural Studies in Taiwan (2000) and The Partha Chatterjee Seminar--Locating Political Society: Modernity, State Violence and Postcolonial Democracies (2000), Chinese Revolution Reconsidered: Mizoguchi Yuzo’s Mode of Thought (2010), Paik Naik-chung: Division System and National Literature (2010), Chen Yingzhen: Thought and Literature (2011). His own books include Media/Cultural Criticism: A Popular-Democratic Line of Flight (1992, in Chinese), and The Imperialist Eye (2003, in Korean), De-Imperialization—Asia as Method (2006, in Chinese). Founding chair of Taiwan’s Cultural Studies Association, founding member of the Inter-Asia Cultural Studies Society and a core member of the Taiwan: A Radical Quarterly in Social Studies, he is a co-executive editor of the journal, Inter-Asia Cultural Studies: Movements. In recent years, he has been involved in the West Heavens project on India-China dialogues on social thought and in initiating the Modern Asian Thought project. His most recent publication is Asia as Method—Towards Deimperialization (Duke University Press, 2010; Ibunsha, Tokyo, 2011)

Professor Christine Halse

Christine Halse is Chair of Education at Deakin University in the School of Education and leads the Culture, Curriculum and Pedagogy research program in the Centre for Research in Education Futures and Innovation (CREFI) at Deakin University.

She is a sociologist working in the field of education whose work has focused on cultural diversity and how the lives and identities of those marginalised by race, health or socio-economic circumstances are shaped by socio-cultural practices, policy and curriculum. Her theoretical contributions on identity and culture have been taken up in a range of social science disciplines. She works at a grassroots level with Indigenous communities, teachers and schools to link research to practical action in school curriculum and teacher professional learning.

Chris has also been a key figure in opening up questions about doctoral education and ethics in research practice. She is an Ethics Expert to the European Commission and her writing on research ethics is used in postgraduate courses across the USA, UK, Canada, South Africa and Australia.

Winner of multiple awards for her research and teaching, Chris has held continuous research grants from the ARC and other agencies since beginning her academic career. She has held invited professorial appointments in the USA, Canada, Japan and Hong Kong; and is currently President of the Australian Association for Research in Education (AARE) and President-Elect of the Asia-Pacific Education Research Association (APERA).

Prof. Dato’ Dr. Ibrahim Ahmad Bajunid

Professor Dato’ Dr. Ibrahim Ahmad Bajunid is Deputy Vice Chancellor INTI -Laureate International Universities and Professor of Management, Education and the Social Sciences. He was formerly the Director of the Regional Center for Educational Planning (UNESCO-RCEP), Al Sharjah, United Arab Emirates, the Founding Dean, Faculty of Humanities and Social Sciences, University Tun Abdul Razak (UNITAR), and, Director of the National Institute of Educational Management and Leadership. For more than three decades he has been the key figure in the Field of Educational Management and Leadership in Malaysia. He is Editor and Editorial Advisor for several educational journals, locally and internationally.

Mary Ainley

Associate Professor
Melbourne School of Psychological Sciences
University of Melbourne

Invited Keynote for the Motivation and Learning SIG

The dynamics of task behaviour: Investigating motivation processes that link person and task in effective learning.

Across a range of disciplines that contribute to our understanding of students and their patterns of achievement there is evidence of a convergence of theoretical perspectives. The focus of these perspectives is to represent behaviour as complex, dynamic, self-organising systems. When we apply these understandings to questions concerning motivation of student achievement, specific psychological processes such as goals, interest, self-efficacy, values, self-regulation and emotions are components of the self-organising systems. Each component builds on, and gives structure to, past experience, and at the same time influences approaches to new experiences.

In this presentation I will review and reflect on developments in our understanding of the motivation of achievement occurring over the last two decades. While achievement goal theory continues to have a strong place in motivation research, the expansion of research on interest, self-efficacy, value, self-regulation and emotions calls for models acknowledging and exploring interdependencies between these processes. Simultaneously, methodologies employed in motivation research have expanded beyond dependence on questionnaires to include a range of innovative techniques that provide access to the network of processes active when students engage with achievement opportunities. An important challenge for the future will be to translate these findings into guidelines and support for student learning.

Higher & Professional Education SIG: Opening Invited Presentation and Panel featuring Professor Sue Clegg, Leeds Metropolitan University

Catherine Manathunga and Sam Sellar

The Higher and Professional Education SIG is excited to announce that it will open its AARE conference activities with an Invited Presentation by Professor Sue Clegg, Professor of Higher Education Research and Head of the Centre for Research into Higher Education at Leeds Metropolitan University, England. Professor Clegg will present a special address on ‘A manifesto for a SIG?’, in which she will challenge us to think through an agenda for our new SIG. She will provide us with a series of theoretical resources and provocative concepts to use in shaping our SIG work. Professor Clegg argues that we need to undertake research that cuts across macro, meso and micro levels of education so that we can remain simultaneously conscious of the global patterns reshaping post-compulsory education, while also understanding the new subjectivities, social relations and deconstructive possibilities these broad trends create for teachers and learners in post-compulsory educational settings.

The SIG convenors, Associate Professor Catherine Manathunga and Dr Sam Sellar, will then lead off a panel discussion, responding to the ways in which they could draw on these theoretical resources in their own different research areas. Professor Trevor Gale, the Chair of Education Policy and Social Justice at Deakin University, and Professor Lesley Farrell, the Associate Dean (Research and Development of the Faculty of Arts and Social Sciences at UTS Sydney, will also respond to Professor Clegg’s presentation from their diverse perspectives within the broad field of higher and professional education.

Please click here to view Professor Sue Clegg’s biography