Profile image of Andrea Nolan

Prof Andrea Nolan

STAFF PROFILE

Position

Professor In Education (Early Childhood)

Faculty

Faculty of Arts and Education

Department

SoE Arts & Ed

Campus

Geelong Waurn Ponds Campus

Qualifications

Diploma of Teaching, State College of Victoria, 1978
Bachelor of Education, Inst. of Early Childhd Dvlpmt, 1982
Master of Education, Deakin University, 1995
Doctor of Philosophy, Deakin University, 2000

Contact

a.nolan@deakin.edu.au
+61 3 522 73435

Biography

Andrea Nolan is Professor of Education (Early Childhood) in the School of Education, Deakin University, Melbourne, Australia. She has had extensive experience teaching in early childhood education settings as well as in primary schools, and has taught in the Technical and Further Education (TAFE) and University sectors, teaching undergraduate and postgraduate students as well as supervision of higher degree research students. She has conducted research in both schools and preschools and has worked on a number of State, National and international projects concerning literacy development, program evaluation, and professional learning for teachers. Andrea was a member of the ‘Best Start’ State-wide Evaluation Team, a Victorian Government initiative that saw a major injection of funds into the early childhood years to develop initiatives to support the education, health and welfare of young children and their families. Recent projects include a large scale longitudinal study that aimed to identify factors including the role of the teacher, home-life and child characteristics, which are positively associated with high outcomes in literacy in the first year of schooling; a study focused on resilient students, families, schools & interagency collaboration in disadvantaged communities; an evaluation of teacher induction and  mentoring in New Zealand; a state-wide program focusing on mentoring new to the profession and professionally isolated early childhood teachers across Victoria, and the development and trialling of a NSW Transition to School Statement.

Read more on Andrea's profile

Research interests

Andrea's personal research interests include exploring the use of mentoring within the early childhood field, early childhood pedagogy, literacy and the use of reflective practice as a way to enhance teachers’ professional growth.

 

HDR supervisory theses titles

  • Young children’s resilience and the impact on mother’s strategies
  • Effective family partnerships in early childhood education and care – an investigation of the nature of interactions between educators and parents
  • Mentoring in early childhood/primary pre-service teacher education: the Kinda Kinder Program
  • Problematising 'quality' in early childhood education and care policy reform in Australia
  • Enabling environments in early childhood education and care: The relational space
  • Children's educational experiences during war times: A Narrative Inquiry
  • Game changer or least valuable player? The shifting professional identity of minimally qualified educators in early childhood education and care
  • Implementing family/school partnerships: A case study in Victorian primary schools
  • Supporting parent-child relationships in early childhood to improve children's development
  • Children at risk of school exclusion: the role of NDPT within the support system
  • Engaging with the Early Years Learning Framework

Affiliations

ECA - Early Childhood Australia

AARE - Australian Association for Research in Education

AGECS - The Association of Graduates in Early Childhood Studies

ARACY - Australian Research Alliance for Children and Youth

ISEI - International Society on Early Intervention

VECRC - Victorian Early Childhood Research Consortium
 

Knowledge areas

  • Early childhood workforce capabilities including professional learning
  • Early literacy
  • Early childhood pedagogy
  • Inter-professional practice

Projects

2016 - 2017 Transition to school Practice Review. Department of Education and Training (Victoria). $128,920.

 

2015 - 2016 Thinking differently about practice: Developmental play. State Primary School. $13,400.

 

2015 - 2017 Early childhood educators as agents in improving intergenerational educational outcomes. ARC Discovery. $546,632.


2015  Teacher talk in the early years: Building children’s oral language for literacy – Pilot study. Wyndham Best Start Grant. $10,000.


2015   Young children's internet cognition. Australian Catholic University Research Fund. $17,729.


2015  Cyber-safety education in early childhood. auDA Foundation. $15,217.

 

2015 Making a Difference for Young Gifted and Talented Learners. Department of Education and Training (Vic). $49,250.

 

2013 – 2014 Development and trial of a ‘Transition to School’ statement. NSW Department of Education and Communities. $196,317.


2012 - 2014 Evaluation of the Guidelines for Induction and Mentor Teachers: a Three Year Longitudinal Study. Teachers Council, New Zealand. $596,540.


2011 - 2013 State-wide Professional Mentoring Program for Early Childhood Teachers. Department of Education and Early Childhood Development (Vic). $1,300,000.


2010 – 2012 Interagency Collaboration Supporting Resilient Students, Families, Schools in Disadvantaged Communities. Australian Research Council Linkage Grant. $406,857.


2010 Strategic Professional Development: Online Learning Communities for Rural & Remote Early Childhood Educators. Internal Research Grant University of New England. $4915.


2010 - 2011 Outcomes and Indicators of a Positive Start to School: Development of Framework and Tools. Department of Education and Early Childhood Development (Vic). $144,071.


2009 Outcomes of a Positive Start to School. Department of Education and Early Childhood Development (Vic). $39,600.


2009 Exploring an Innovative Kindergarten Model, City of Greater Geelong, Victoria. $9,990.


2008 - 2009 Developing and Sustaining Pedagogical Leadership in Early Childhood Education and Care Professionals. Australian Learning and Teaching Council. $148,151.


2008 Supporting  Early  Childhood  Early  Career  Teachers:  Recommendations, Foundation of Graduates in Early Childhood Studies, Victoria. $11,500.


2007 - 2011 The Young Learner’s Project, the Australian Scholarships Group. $500,000.


2007 - 2008 Exploring and Enhancing Levels of Reflection in Pre-service Early Childhood Teachers, self-funded.


2005 Using Guided Reflection to Assist Pre-service Teachers to analyse their Developing Perceptions of Teaching and Learning, Faculty of Education Staff Competitive Research Grant, The University of Melbourne. $1,561.


2004 Perspectives on Mentoring in Early Childhood Settings, Faculty of Education Staff Competitive Research Grant, The University of Melbourne. $1,630.


2004 Professional Partnership Network Project. Department of Family and Community Services. $177,000.


2003 - 2006 Evaluation of Best Start, Department of Human Services, Victoria. $473,795.

Publications

Filter by

2017

video-based methodologies: the affordances of different viewpoints in understanding teachers' tacit knowledge of practice that supports young children's oral language

A Nolan, L Paatsch, J Scull

(2017), pp. 1-12, International Journal of Research and Method in Education, London, Eng., C1

journal

Teacher professional learning as a social practice: an Australian case

A Nolan, T Mekonnen

(2017), pp. 1-23, International studies in sociology of education, Abingdon, Eng., C1

journal
2016

Reflection on one's practice: research about theories espoused by practitioners - the grand and the personal

A Nolan, B Raban

(2016), pp. 246-256, Routledge international handbook of philosophies and theories of early childhood education and care, Abingdon, Eng., B1

chapter

Young learners project: educators' conceptualisation and practice of literacy in preschool contexts

J Scull, A Nolan, B Raban

(2016), pp. 65-77, Growing up literate: Australian literacy research for practice, Melbourne, Vic., B1

chapter

Understanding home literacy practices of young children in vulnerable communities: what we can learn from the research

A Nolan, B Raban, R Smith

(2016), pp. 37-50, Growing up literate: Australian literacy research for practice, Melbourne, Vic., B1

chapter

Developing a measure to understand young children's internet cognition and cyber-safety awareness: a pilot test

A Nolan, S Edwards, M Henderson, H Skouteris, A Mantilla, P Lambert, J Bird

(2016), Vol. 36, pp. 322-335, Early years: an international journal of research and development, London, Eng., C1

journal

A cooperative pedagogical program linking preschool and preparatory teachers: a pilot study

A Nolan, A Dunham, H Skouteris, S Edwards, J Small

(2016), Vol. 41, pp. 66-75, Australasian journal of early childhood, Watson, A.C.T., C1

journal

'Out of the loop': early childhood educators gaining confidence with unfamiliar policy discourse

A Kilderry, A Nolan, C Scott

(2016), Vol. In press, pp. 1-14, Early years, C1-1

journal

Early childhood education and care educators supporting parent-child relationships: a systematic literature review

A O'Connor, H Skouteris, H Bergmeier, M Hooley, A Nolan, C Olsson, W Cann, J Williams-Smith

(2016), pp. 1-23, Early years, Abingdon, Eng., C1

journal

Young children's everyday concepts about the internet: Implications for cyber-safety education in the early years

A Nolan, S Edwards, M Henderson, A Mantilla, L Plowman, H Skouteris

(2016), British journal of educational technology, London, Eng., C1

journal

Teacher confidence and professional capital

A Nolan, T Mekonnen

(2016), Vol. 62, pp. 10-18, Teaching and teacher education, Amsterdam, The Netherlands, C1

journal

Teacher professional learning in Early Childhood education: insights from a mentoring program

A Nolan, T Molla

(2016), pp. 1-13, Early years : an international research journal, London, Eng., C1

journal
2015

Just another meeting?: Investigating mentoring for early childhood teachers in Victoria

A Nolan, A Morrissey

(2015), Vol. 40, pp. 40-48, Australasian Journal of Early Childhood, C1

journal

Mentoring Australian early childhood teachers: belonging, being and becoming

A Nolan, A Morrissey

(2015), pp. 237-249, Mentoring in early childhood education: a compilation of thinking, pedagogy and practice, Wellington, New Zealand, B1

chapter

Nurturing the next generation of early childhood teachers in Victoria, Australia: the role of mentoring

A Nolan

(2015), pp. 49-71, SCE 40th anniversary anthology of education theses, Hong Kong, China, B1

chapter

Young children's internet cognition

S Edwards, H Skouteris, A Nolan, M Henderson

(2015), pp. 38-45, Understanding digital technologies and young children: an international perspective, Abingdon, Eng., B1

chapter
2014

Family strategies to support and develop resilience in early childhood

A Taket, A Nolan, K Stagnitti

(2014), Vol. 34, pp. 289-300, Early years, Abingdon, Eng., C1

journal

Supporting resilience in early years classrooms: the role of the teacher

A Nolan, A Taket, K Stagnitti

(2014), Vol. 20, pp. 595-608, Teachers and teaching: theory and practice, Abingdon, England, C1

journal

Integrated practice in the early years in Australia: The assumptions, omissions and contradictions of policy reform

K Macfarlane, A Nolan, J Cartmel

(2014), Vol. Online, pp. 1-14, Journal of early childhood research, London, Eng., C1

journal
2013

Where to from here? Career choices of pre-service teachers undertaking a dual early childhood / primary qualification

A Nolan, E Rouse

(2013), Vol. 38, pp. 1-10, Australian journal of teacher education, Katoomba, N. S. W., C1

journal

Expectations of mentoring in a time of change : views of new and professionally isolated early childhood teachers in Victoria, Australia

A Nolan, A Morrissey, I Dumenden

(2013), Vol. 33, pp. 161-171, Early years: an international research journal, Abingdon, England, C1

journal

Research in early childhood

A Nolan, K Macfarlane, J Cartmel

(2013), Thousand Oaks, California, A1-1

book

The early years: reconnecting families with preschool education

A Nolan

(2013), pp. 55-70, Engaging the disengaged : inclusive approaches to teaching the least advantaged, Melbourne, Vic., B1-1

chapter

Looking to the future: producing transdisciplinary professionals for leadership in early childhood settings

J Cartmel, K Macfarlane, A Nolan

(2013), Vol. 33, pp. 337-340, Early years : an international research journal, Abingdon, England, C1

journal

Contemporary paradigms of rural teaching : the significance of place

N Green, G Noone, A Nolan

(2013), Vol. 23, pp. 91-115, Australian and international journal of rural education, Wembley, W. A., C1-1

journal

Young learners : interpreting literacy practice in the preschool years

J Scull, A Nolan, B Raban

(2013), Vol. 36, pp. 38-47, Australian journal of language and literacy, Adelaide, S. A., C1-1

journal
2012

Early peer play interactions of resilient children living in disadvantaged communities

S Casey, K Stagnitti, A Taket, A Nolan

(2012), Vol. 1, pp. 311-323, International journal of play, Abingdon, England, C1

journal

Thinking about practice in integrated children's services: considering transdisciplinarity

A Nolan, J Cartmel, K Macfarlane

(2012), Vol. 37, pp. 94-99, Children Australia, Cambridge, England, C1-1

journal

Young learners: mapping the beliefs and practices of preschool teachers in relation to early literacy development

R Brown, J Scull, A Nolan, B Raban, J Deans

(2012), Vol. 39, pp. 313-331, Australian educational researcher, Amsterdam, The Netherlands, C1-1

journal
2009

The effect of an area-based intervention on breastfeeding rates in Victoria, Australia

M Kelaher, D Dunt, P Feldman, A Nolan, B Raban

(2009), Vol. 90, pp. 89-93, Health policy, Amsterdam, Netherlands, C1

journal

The effects of an area-based intervention on the uptake of maternal and child health assessments in Australia : a community trial

M Kelaher, D Dunt, P Feldman, A Nolan, B Raban

(2009), Vol. 9, pp. 1-7, BMC health services research, London, England, C1

journal
2008

Encouraging the reflection process in undergraduate teachers using guided reflection

A Nolan

(2008), Vol. 33, pp. 31-36, Australian journal of early childhood, Deakin, A.C.T., C1

journal

Shared learning : a collaborative approach for supporting pre-service teacher's reflective practice

K Margetts, A Nolan

(2008), Vol. 15, pp. 61-68, Australian research in early childhood education, Melbourne, Vic., C1

journal
2007

Building capacity: strategic professional development for early childhood practitioners

B Raban, A Nolan, M Waniganayake, C Ure, R Brown, J Deans

(2007), South Melbourne, Vic., A1-1

book

Shared learning: reflecting on practice using a collaborative approach

K Margetts, A Nolan

(2007), Vol. 14, pp. 61-68, Australian research in early childhood education, Melbourne, Vic., C1

journal
2006

Young children as active learners

A Nolan, A Kilderry, R O`Grady

(2006), Watson, A.C.T., A1-1

book
2005

Fields of practice as discursive projects

K Noble, K Macfarlane, A Kilderry, A Nolan

(2005), pp. 2-10, Circles of change: challenging orthodoxy in pracitioner supervision, Frenchs Forest, N.S.W., B1-1

chapter

Developing skills of thinking otherwise and critical reflection

K Macfarlane, K Noble, A Kilderry, A Nolan

(2005), pp. 11-20, Circles of change: challenging orthodoxy in pracitioner supervision, Frenchs Forest, N.S.W., B1-1

chapter

Evaluating a strategic approach to professional development through guided reflection

A Nolan, B Raban, M Waniganayake

(2005), Vol. 6, pp. 221-230, Reflective practice, London, England, C1-1

journal

Empowering practitioners to critically examine their current practice

B Raban, A Nolan, M Waniganayake, C Ure, J Deans, R Brown

(2005), Vol. 12, pp. 1-16, Australian research in early childhood education, Melbourne, Vic., C1-1

journal

Reading practices experienced by preschool children in areas of disadvantage

B Raban, A Nolan

(2005), Vol. 3, pp. 289-298, Journal of early childhood research, London, England, C1-1

journal
2004

Multiple ways of knowing and seeing: reflections on the renewed vigour in early childhood research

A Kilderry, A Nolan, K Noble

(2004), Vol. 29, pp. 24-28, Australian journal of early childhood, Australia, C1-1

journal

Funded Projects at Deakin

Australian Competitive Grants

Interagency collaborations supporting resilient students, families, schools in disadvantaged communities

Prof Jillian Blackmore, Prof Ann Taket, Prof Chris Hickey, Prof Bernie Marshall, Prof Andrea Nolan, Prof Karen Stagnitti, Prof Rob Carter

ARC_DUAPAI ARC_Deakin University Australian Postgraduate Award Industry, ARC_DUAPAI2 ARC_Deakin University Australian Postgraduate Award Industry Second, ARC Linkage - Projects Rnd 2 APAI

  • 2013: $7,731
  • 2012: $78,756
  • 2011: $142,964
  • 2010: $137,190
  • 2009: $73,929

EC educators as agents in improving intergenerational educational outcomes

Stephen Lamb, Prof Roger Slee, Prof Andrea Nolan

ARC - Discovery Projects

  • 2017: $2,500
  • 2016: $2,500
  • 2015: $2,500

Other Public Sector Funding

Interagency collaborations supporting resilient students, families, schools in disadvantaged communities

Prof Jillian Blackmore, Prof Ann Taket, Prof Chris Hickey, Prof Bernie Marshall, Prof Andrea Nolan, Prof Karen Stagnitti, Prof Rob Carter

  • 2012: $25,000
  • 2011: $25,000
  • 2010: $115,000

Pilot statewide professional mentoring program for early childhood teachers

Dr Anne-Marie Morrissey, Dr Sarah Ohi, Ms Louise Laskey, Dr Liz Rouse, Prof Andrea Nolan

  • 2015: $188,450
  • 2013: $64,200
  • 2011: $64,200

NSW Transition to School

Prof Andrea Nolan, Dr Anna Kilderry

  • 2014: $126,629

Teacher talk in pre-school and early years of schooling classrooms: Building language and literacy in children from vulnerable communities - PILOT

Prof Andrea Nolan, A/Prof Louise Paatsch

  • 2014: $9,090

Making a difference for Young Gifted & Talented Children module

Dr Anne Grant, Dr Anne-Marie Morrissey, Prof Andrea Nolan

  • 2016: $25,716
  • 2015: $48,302

Thinking differently about practice: Developmental Play

Prof Andrea Nolan, A/Prof Louise Paatsch

  • 2017: $8,592
  • 2016: $7,636
  • 2015: $8,181

Transition: A Positive Start to School ¿ State-wide PL Delivery

Dr Liz Rouse, Prof Christine Ure, Prof Andrea Nolan, Mrs Rosemarie Garner, Mrs Maria Nicholas

  • 2017: $307,701
  • 2016: $199,239

Support for children and families at risk of experiencing vulnerability in early years transitions: Practice review

Prof Andrea Nolan, Dr Anna Kilderry

  • 2017: $90,935
  • 2016: $35,160

Wyndham Reflective Practice Research Project

Prof Andrea Nolan, Dr Karen Guo

  • 2017: $10,335

Industry and Other Funding

Enabling environments for early childhood education and care: the relational space

Prof Andrea Nolan, Ms Caroline Scott, Dr Anna Kilderry, Prof Helen Skouteris

  • 2017: $25,849
  • 2016: $25,849
  • 2015: $25,849

Building Early Language and Literacy

Prof Andrea Nolan, A/Prof Louise Paatsch, Prof Bridie Raban

  • 2016: $19,675

Building the capabilities of early childhood educators - A communities of learning approach

Prof Helen Skouteris, Dr Heidi Bergmeier, Prof Andrea Nolan

  • 2017: $16,666
  • 2016: $16,666

Goodstart Early Learning Professional Learning Module

Prof Andrea Nolan, Prof Bridie Raban

  • 2017: $28,660

Supervisions

Executive Supervisor
2016

Elise May Hunkin

Thesis entitled: Problematising Quality Reform Policy in Australian Early Childhood Education and Care

Doctor of Philosophy (Education), School of Education