Associate Professor William Sultmann - La Salle Academy for Faith Formation & Religious Education (Faculty of Education and Arts)
Accreditation in-progress - Supervisor is eligible to co-supervise with another fully accredited supervisor (Principal Supervisor)
William (Bill) Sultmann is a teacher, psychologist, theologian and administrator with Executive and Governance Leadership roles in Education, Health and Welfare sectors across forty years. Qualifications span Arts, Education, Psychology, and Leadership with research doctorates in Educational Psychology and Pastoral Theology. Fellowships exist with Education and Management professional bodies. Current responsibilities include University Teaching, Consultancy, Professional Writing, and Community engagement in not-for-profit governance.
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- The renewal of Catholic school systems (PhD) (Associate Supervisor)
- Psychology of Catholic School Renewal - University of New England (PhD) (Associate Supervisor)
- Catholic School Renewal (PhD) (Associate Supervisor)
Leadership and identity in the Catholic school: an Australian perspective. , in International Studies in Catholic Education, 8 (1), 73-90.
Catholic school identity and the new evangelization. , in Journal of Religious Education, http://link.springer.com/article/
Magisterium Perspectives on Catholic School Identity. , in Journal of Religious Education, 61 (1), 4-14)
Modelling pillars of Catholic school identity: an Australian study. , in International Studies in Catholic Education, 3 (1), 73 a?? 90)
Social and Emotional Learning: Reporting a system approach to developing relationships, nurturing wellbeing and invigorating learning. ., in Education and Child Psychology. 27 (1), 143 a?? 155.
A system's journey in renewal. , in Orbit, Ontario Institute for Studies in Education, Special Edition, 6 (1), 29-31.
Validation of similar and dissimilar orthographic and semantic relationships. , in Social and Behavioural Sciences Documents, 16 (2), 1-86.
Linguistic awareness and early reading. , in Reading Psychology, 4, 327-335.
Congenital Ocular Motor Apraxia. An interdisciplinary approach to education. , in (The Exceptional Child. 28 (2), 133-145
Readiness Assessment and Early Reading: A multiple regression analysis. , in Reading Education. 7 (1), 39-46.
Relevant writing also includes -
6 Text books - mixture of system and university course contributions
13 Monographs - relevant to areas nominated
5 Book Chapters
Other Journal articles (17 in all)
12 major system reports - Church and Government
HDR Student Information
Examination of doctoral theses (2015, 2014,2013)
External panel member of pre-submission of doctoral theses (2013, 2012, 2007)
Successful ARC Linkage grant with major national education provider ($250k)
Existing student - doctoral interest - from consultations associated with new course development