Associate Professor Janeen Lamb - Nat Sch of Education (Faculty of Education and Arts)
Fully accredited supervisor - Can supervise as principal supervisor
Janeen Lamb is Director of Higher Degree Research. Her own research in the last 20 years has focused on issues related to educational leadership and mathematics education. This has included teaching and learning of mental computation in the early years; numeracy across the curriculum; statistics and probability in the secondary school and sources of support for the professional learning community as a way to make meaning of educational change in mathematics education.
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- Exploring how learning development data is understood by teachers as a means for improving student learning in two Brisbane Catholic primary schools. (PhD) (Principal Supervisor)
- Enhancing the communication skills of young children with autism and severe communication impairments through the use of information and communication technologies and music. (PhD) (Principal Supervisor)
- "They just want me to be happy": A study of how year 10 students in Queensland choose subject pathways for their senior secondary studies (PhD) (Principal Supervisor)
- The inconsistent academic achievement across schools in local clusters (PhD) (Principal Supervisor)
- Changes in teachers' knowledge and beliefs about mathematics and mathematics teaching as they teach innovative mathematics curriculum: a case study. (PhD) (Co-Supervisor)
- The educational vision of Fetullah Gulen as intepreted in two Australian schools (PhD) (Principal Supervisor)
- A different kind of mathematics problem: The decline in male students' participation in higher-level mathematics in Year 11 and 12 (PhD) (Co-Supervisor)
- The work of school mathematics leaders who support classroom teachers through professional learning following participation in a school mathematics improvement project: An activity theory perspective (PhD) (Principal Supervisor)
- Teaching children with autism (PhD) (Principal Supervisor)
Using NVivo for Literature Reviews: The Eight Step Pedagogy (N7+1)., in The Qualitative Report, Reflecting on the Future of QDA Software: Special Issue. 23 (13), 21-39.
Autism spectrum disorder coursework for teachers and teacher-aides: An investigation of courses offered in Queensland, Australia., in Australian Journal of Teacher Education. 42(11), 65-80.
The Dual Modelling Cycle Framework: Report on an Australian Study., in In G. Stillman, W. Blum, G. Kaiser (Eds.), International Perspectives on the Teaching and Learning of Mathematical Modelling. (pp. 411-420). Dordrecht: Springer.
Using activity theory to understand a mathematics leader's motivations and use of mathematical knowledge for teaching. , in Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia. Melbourne: MERGA.
Researching Curriculum, Policy and Leadership in Mathematics Education, in In Makar, K., Dole, S., Visnovska, J., Goos, M. Bennison, A. & Fry, K. (Eds.), Research in Mathematics Education in Australasia (RiMEA) 2012-2015. Springer.
Middle Leadership: Critical Variables in Building and Implementing Digital Reforms in Primary Mathematics Education., in In Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. Adelaide: MERGA
Early Childhood Teachers' integration of ICTs: Intrinsic and Extrinsic Barriers, in In Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. Adelaide: MERGA.
Video stimulated recall as a catalyst for teacher professional learning., in Journal of Mathematics Teacher Education, (16)5, 457-475.
Examining the heart of the dual modelling cycle: Japanese and Australian students advance this approach., in Proceedings of the 9th Congress of the European Society for Research in Mathematics Education CERME, Feb 4-8, February 2015, (pp. 1745???1751). Prague, Czech Republic: CERME
Australian Catholic Schools Today: School Identity and Leadership Formation, in The Journal of Catholic Education, March 2016.
Examining the heart of the dual modelling cycle: Japanese and Australian students advance this approach, in Congress of European Society for Research in Mathematics Education 9, Prague 4-8 February 2015
Developing Statistical Numeracy: The Model Must Make Sense., in In G. Stillman, M. S. Biembengut, & W. Blum (Eds.), Mathematical modelling in education research and practice: Cultural, social and cognitive influences. Dordrecht: Springer.
Teaching receptive labelling to children with autism: A comparative study using infant-directed song and infant-directed speech. , in Journal of Intellectual and Developmental Disability,
Video stimulated recall as a catalyst for teacher professional learning., in Journal of Mathematics Teacher Education.
Educational Change Leadership through a New Zonal Theory Lens: Using mathematics curriculum change as the example. , in Policy Futures in Education. 13(8), 1010-1026.
The mathematics instructional leader: What a difference crucial conversations make. , in Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, Sunshine Coast: MERGA
Assessment in teacher education: leading change in schoolsa?? use of learning development data. , in Conference papers collection for Australian Teacher Education Association Annual Conference 2014, (pp. 270-282), Sydney, NSW: ATEA.
Leading a new pedagogical approach to Australian Curriculum Mathematics: Using the dual mathematical modelling cycle framework., in J. Anderson, M Cavanagh & A. Prescott (Eds.), Curriculum in focus: Research guided practice the 37th annual conference of the Mathematics Education Research Group of Australasia, (pp. 357-364), Sydney, NSW: MERGA.
Pre-service teachers' use of library databases: Some insights, in J. Anderson, M Cavanagh & A. Prescott (Eds.), Curriculum in focus: Research guided practice the 37th annual conference of the Mathematics Education Research Group of Australasia, (pp.365-372) Sydney, NSW: MERGA.
Faith leadership for mission and identity, in 6th International Conference on Catholic Educational Leadership: Paradox and Possibility.
Teaching statistics: Teachers and modelling, in G. Stillman, G. Kaiser, W. Blum & J. Brown (Eds.), Mathematical Modelling: Connecting to Practice Teaching practice and the practice of applied mathematicians. Dordrecht: Springer.
Forming faith leaders in Catholic schools, in Leading and Managing
The use of music to engage children with autism in a receptive labelling task, in Research in Autism Spectrum Disorders
Bringing personal values to work, in 17th Annual Values and Leadership Conference, Brisbane: ACU.
Collaboration on assessment criteria and standards scheme, in Collaboration and Assessment, ACU
Teaching experiments and professional learning, in Encyclopledia of the Sciences of Learning. (Part 20, pp. 3276-3277). New York: Springer. DOI: 10.1007/978-1-4419-1428-6_1017
Developing a culture of collaboration, in J Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, (pp. 417-424), Singapore: MERGA.
Planning for building models of situations: What is involved?, in Preconference proceedings of the 12th International Congress on Mathematical Education, Seoul, Korea: ICME.
Faith Leadership and the Primary Principal (Part 2): Both religious and spiritual , in Journal of Catholic School Studies, 83(2), 52-61.
Reform in mathematics: The principal's zone of promoted action, in Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia (pp. 430-437), Alice Springs, NT: MERGA.
Primary principals as faith leaders, in Fifth international conference on Catholic Educational Leadership
Faith leadership and the primary principal: An expanding role in Catholic schools, in Journal of Catholic School Studies (print version)
Leading mathematics reform and the lost opportunity, in Mathematics Teacher Education and Development Journal
Leadership reform in mathematics education, in Mathematics Teacher Education and Development Journal (print version)
A teacher pair approach to adopting effective numeracy teaching practice, in Merga33 - 2010: Shaping the future of mathematics education
Leading learning within a PLC: Implementing new mathematics content, in The Montana Math Enthusiast
Professional learning: Implementing new mathematics content, in Australian Association for Reseach in Education 2008 Conference Papers Collection [Proceedings]
Leading change in mathematics: The Queensland mathematics syllabus, in Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA)
An Approach to Student-Lecturer Collaboration in the Design of Assessment Criteria and Standards Schemes, in Proceedings of the ATN Assessment Conference 2009: Assessment in Different Dimensions
Year 2 inaccurate but flexible mental computers: Teacher actions supporting growth, in AARE 2006 International Education Research Conference Engaging Pedagogies
Combining teacher experiments and professional learning: Conflicts between research and teacher outcomes, in Mathematics Education Research Journal
Teacher Professional Development in Patterns and Algebra: Being Sensitive to a Teacher's Zone of Proximal Development, in Identities Cultures and Learning Spaces: Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia
Investigating functional thinking in the elementary classroom: Foundations of early algebra reasoning, in Journal of Mathematical Behaviour
Teacher actions: Enhancing the learning of mental computation in Year 2, in Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education
Mental Computation: The benefits of informed teacher instruction, in Building Connections: Research, Theory and Practice, Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia
The impact of developing teacher conceptual knowledge of division, in Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education
The impact of teachers' understanding of division on their students' knowledge of division, in Learning Difficulties: Multiple Perspectives