Biography
Since 2004, my career has focused strongly on generating new insights and informing new directions in STEM education through targeted research and building capacity of practicing and pre-service teachers in STEM teaching and learning.
Research into teaching out-of-field has followed a trajectory of funded research exploring the complexity of this issue, attracting Category 1, 2 and 3 funding. My PhD highlighted the lack of research into this phenomenon, and the need to carefully conceptualise what is occurring for out-of-field science and maths teachers in productive ways without jeopardizing the teaching profession through deficit models. In order to respect the teacher as professional, I lead a strategic program of research exploring the perspectives of:
- teachers’ experiences and factors that make a teacher ‘feel’ out-of-field (Science, ICT, and Mathematics Education in Rural and Regional Australia (SiMERR) National Research Centre, RMIT, 2009);
- pre-service teacher expectations and teachers’ experiences through the development of an online survey tool (Deakin CREFI Research and Development Grant, 2012);
- teacher educators’ views on the role of universities in preparing adaptable teachers, and teacher transitions into the profession when learning to teach out-of-field (Deakin Central Research Grant, 2013);
- policy implications of out-of-field teaching in Australia (Deakin CREFI Research and Development Grant, 2014);
- school leaders, teachers, and mentors, and the role of context in shaping learning opportunities for, and identity development of, teachers new to teaching maths or science (ARC Discovery, 2015-2017); and
- universities, governments and school systems, and how they create the conditions for, and capacity to respond to, out-of-field teaching in two countries, Australia and Germany (Deakin Near-miss funding following DAAD grant application, 2016; and REDI grant, 2017).
In addition to this research I am co-leading the Teaching Across Specialisations (TAS) Collective, an international group focusing on research and practice relating to out-of-field teaching, incorporating researchers from Germany, England, Ireland, Canada, Korea, the United States, Malaysia, Nigeria, and Australia. The collective has held a symposium alongside or as part of the European Conference on Educational Research (ECER) since 2014, allowing opportunities for sharing and research collaboration. Proceedings from the first symposium are published on the TAS Collective website. The Near-miss funding supported collaboration with TAS Collective leading to research with German and Australian collaborators (funded in 2017 through REDI grant, 2017), and publication as an edited book. My leadership of this group demonstrates my capacity to establish research partnerships that contribute to our understanding of the out-of-field phenomenon.
STEM is being promoted and prioritised as an education reform agenda; my research contributes to this agenda through my: 1) leadership of professional development programs for primary and secondary schools, especially in the Geelong region and throughout Victoria; 2) contribution to the Department of Education and Training (DET) funded STEM Catalyst Program, involving teachers and principals from 30 Victorian schools; and 3) contribution to the curriculum and planning committee of the DET funded Geelong Tech School. A key outcome in recent years has been the development of a “STEM Vision” framework we developed to provide a common language for the teachers; this framework has been reported in book chapters and at national and international conferences, and adopted in a number of professional development programs.
Read more on Linda's profileCareer highlights
Since 2004, my career has focused strongly on generating new insights and informing new directions in STEM education through targeted research and building capacity of practicing and pre-service teachers in STEM teaching and learning.
My contribution to STEM education research is evident by:
1) a trajectory of funded research exploring the complexity of teaching out-of-field in STEM-related subjects (teaching subjects without the necessary qualifications and potentially an issue threatening STEM teaching quality) culminating in leading a successful bid for an Australian Research Council Discovery Grant (2015-2017) involving researchers from three leading Australian universities;
2) developing an international reputation for my research on teaching out-of-field, leading to invitations to review, evaluate and examine research and initiatives relating to teaching out-of-field, and initiation and leadership of an international collective of researchers and practitioners with whom I co-authored and co-editied a book on teaching out-of-field;
3) establishing and sustaining research partnerships with researchers from two German universities and other Australian universities;
4) a trajectory of research associated with a Cat. 2 funded professional development program in the Geelong region, and Cat. 3 funding from a philanthropic organisation;
5) a developing research profile with mounting citations from book chapters, journal articles, media coverage, and conference proceedings.
Research interests
Science Education
STEM Education
Qualitative research methodologies
Secondary science teaching and learning
Teaching out-of-field
Aesthetic dimensions of teaching
Narrative pedagogies
Subject cultures and disciplinary boundaries
Teacher knowledge
Teacher identity
Teacher motivations and passions
Boundary crossings
Constructivist methodologies
Professional Development and Teacher support
Rural spaces
Affiliations
AERA
ASERA
BERA
Teaching interests
Primary Science Education
Science Communication
STEM Education
Units taught
Lecturer for EES101 Communicating Science
Lecturer for EES345 Primary Science Education I
Unit Chair and Lecturer for EES440 Primary Science Education II
Unit Chair and Lecturer for ETM703 Researching your practice as a STEM Educator and Leader
Knowledge areas
STEM education
Science education
Teaching out-of-field
Teacher Workforce
Gender and STEM
Conferences
AARE AERA ASERA ESERA EARLI BERA ATEE NARST ECER
Professional activities
Convener of the national Deakin STEM Education Conference, Deakin Waurn Ponds Campus, 2016 and 2018.
Member of the curriculum committee and steering group for the Geelong Tech School (DEECD funded) 2016-2017
Convener of the international group investigating the phenomenon of out-of-field teaching “Out-of-field/Teaching Across Specialisations (OOF-TAS) Collective: activities of the Collective include an annual European symposium, an edited book published 2019, other cross-national publications and research activities.
Associate Editor of Journal of Science Teacher Education, 2018 -
Research groups
Science, Technology and Environment Education (STEE) Teaching and Research Group
Science, Technology, Engineering and Mathematics Education (STEME) stream, Research in Educational Innovation (REDI)
Teaching Across Specialisations (TAS) Collective https://www.uni-due.de/TAS/
Projects
2010 Teacher Identity In and Across Subjects (TIIAS) (Research into the identity and support needs of out-of-field teachers)
2012 Discipline-related commitments and identities of out-of-field early career teachers. CIs: Linda Hobbs, Coral Campbell, Sandra Herbert. Mentor: Chris Hickey. Funded by CREFI. Developing and trialling a survey for pre-service and in-service teachers exploring the adaptability of teachers when faced with the reality of teaching out-of-field.
2012 National Partnership (Teacher Quality, Supply and Retention) Initiatives (TQNP). Funded by DEECD.
2012-2014 School-based pedagogies and partnerships in primary science teacher education: Science Teacher Education Partnerships in Science (STEPS). PIs: Linda Hobbs (Lead), Coral Campbell, Gail Chittleborough, Sandra Herbert. Funded by Office for Learning and Teaching. In association with Jeff Kind (RMIT), Christine Redman (University of Melbourne), John Kenny (University of Tasmania), Mellita Jones (ACU).
2013-2014 Teaching Out-of-field: Preparing Adaptable Teachers. CIs: Linda Hobbs (Lead), Coral Campbell. Funded by Deakin's Central Research Grants.
2014 Government policy, perspectives and funding initiatives regarding out-of-field teaching across Australia. Funded by CREFI, Deakin. Linda Hobbs (Lead), Colleen Vale, Brian Doig.
2014-2015. Judging Accuracy and Reliability of online sources. Internal funding. John Cripps Clarke (Lead), Christine Oughtred, Linda Hobbs, Leissa Kelly, Chris Rawson.
2015-2017 The Successful Students – STEM Project (Skilling the Bay). Funded by DET in association with The Gordon, Geelong. Linda Hobbs, John Cripps Clark, Christine Ure.
2015-2017 Out-of-field teaching: Sustaining quality practices across subject boundaries. Teaching Across Subject Boundaries (TASB). Funded by ARC Discovery Project. Linda Hobbs, Robert Whannell, Russell Tytler, Colleen Vale, Francis Quinn, Coral Campbell, Terry Lyons
2017 Invergowrie STEM Report. Cis: Jan van Driel (Lead), Russell Tytler, Linda Hobbs, Vaughan Prain, Christine Redman, Victoria Millar. Invergowrie Philanthropic Organisation.
2017-2018 Teaching science and mathematics out-of-field: Investigating systemic factors from a transnational perspective. CIs. Linda Hobbs (Lead), Colleen Vale, Coral Campbell. PIs: Günter Törner (University of Duisburg-Essen, Germany), Raphaela Porsche (University of Münster, Germany). REDI Research Development Grant.
2016-2018 Secondary STEM Catalyst professional learning program. PIs: Peter Hubber (Lead), Russell Tytler, Coral Campbell, Colleen Vale, Linda Hobbs, Gaye Williams, John Cripps Clark, Peta White. DEECD.
2018-2019 Girls As Leaders in STEM (GALS). CIs: Coral Campbell, Linda Hobbs, Lihua Xu. Invergowrie Foundation.
2018 STEM and Entrepreneurship in Primary Schools (SEPS). CIs: Lihua Xu, Linda Hobbs, Coral Campbell. Au Gov Department of Industry, Innovation and Science.
Publications
F Quinn, L Hobbs
(2024), International Journal of Science and Mathematics Education, Berlin, Germany, C1
Janine E Wyatt, Linda Hobbs
(2024), pp. 1-23, Asia-Pacific Journal of Teacher Education, London, Eng., C1
J Blackmore, L Hobbs, J Rowlands
(2023), pp. 1-20, Journal of Education Policy, London, Eng., C1
Sexual Assault in Older-Age Adults: Criminal Justice Response in New Zealand
Tess Patterson, Linda Hobbs, Elliott Brown, Yoram Barak
(2023), pp. 1-16, Journal of Aging and Social Policy, London, Eng., C1-1
Defining Teaching Out-of-Field: An Imperative for Research, Policy and Practice
Linda Hobbs, Coral Campbell, Seamus Delaney, Chris Speldewinde, Jerry Lai
(2022), pp. 23-48, Out-of-Field Teaching Across Teaching Disciplines and Contexts, Berlin, Germany, B1
Challenging the Representations and Assumptions of Out-of-Field Teaching
Colleen Vale, Linda Hobbs, Chris Speldewinde
(2022), pp. 3-21, Out-of-Field Teaching Across Teaching Disciplines and Contexts, Berlin, Germany, B1
Researching the Phenomenon of 'Teaching Out-of-Field': Synthesis and Future Directions
Linda Hobbs, Raphaela Porsch
(2022), pp. 367-381, Out-of-Field Teaching Across Teaching Disciplines and Contexts, Berlin, Germany, B1
Linda Hobbs, Lucinda McKnight, Jared Carpendale, Chris Speldewinde, Coral Campbell, Seamus Delaney, Susan Caldis, Leissa Kelly, Colleen Vale
(2022), Vol. 3, pp. 173-199, Methodological Approaches to STEM Education Research Volume 3, Newcastle upon Tyne, Eng., B1
Evaluation as a research approach
Linda Hobbs, Genée Marks
(2022), Vol. 1, pp. 178-188, Perspectives in Contemporary STEM Education Research, Berlin, Germany, B1
Partnerships in K-12 preservice science teacher education
Andrew Gilbert, Linda Hobbs
(2022), pp. 178-188, Handbook of Research on Science Teacher Education, New York, N.Y., B1
L Xu, S Fang, L Hobbs
(2022), pp. 1-23, International Journal of Science and Mathematics Education, Berlin, Germany, C1
Girls in STEM: Addressing SDG 4 in Context
Coral Campbell, Linda Hobbs, Lihua Xu, Jorja McKinnon, Chris Speldewinde
(2022), Vol. 14, pp. 1-17, Sustainability, Basel, Switzerland, C1
V Millar, L Hobbs, C Speldewinde, J van Driel
(2022), Vol. 11, International Journal of Mentoring and Coaching in Education, C1
Linda Hobbs, Anna Du Plessis, Greg Oates, Susan Caldis, lucinda McKnight, Colleen Vale, Michael O'Connor, Emily Rochette, Helen Watt, Paul Weldon, Paul Richardson, Claudette Bareup
(2022), Waurn Ponds, Vic., A6
Out-of-Field Teaching Across Teaching Disciplines and Contexts
L Hobbs, R Porsch
(2022), Berlin, Germany, A7
Virtual Simulation in ITE: Technology Driven Authentic Assessment and Moderation of Practice
Zara Ersozlu, Susan Ledger, Linda Hobbs
(2021), Vol. 5, pp. 53-68, Authentic assessment and evaluation approaches and practices in a digital era : a kaleidoscope of perspectives, Leiden, The Netherlands, B1
Russell Tytler, linda Hobbs, Jill Brown, Peta White, Coral Campbell, John Cripps Clark, Seamus Delaney, Sandra Herbert, Amanda Peters, Carly Sawatzki, Wanty Widjaja
(2021), pp. 40-65, Methodological Approaches to STEM Education Research : Volume 2, Cambridge, Eng., B1
Jude Ocean, Zara Ersozlu, Linda Hobbs
(2021), Vol. 2, pp. 151-170, Methodological Approaches to STEM Education Research, Cambridge, Eng., B1
Approaches to teaching STEM in primary schools
L Hobbs, J Clark
(2021), pp. 159-172, The Art of Teaching Primary School Science, Abingdon, Eng., B1
Linda Hobbs, Seamus Delaney, Coral Campbell, Chris Speldewinde, Jerry Lai
(2021), pp. 126-150, Methodological approaches to STEM education research. Volume 2, Newcastle upon Tyne, Eng., B1
Linda Hobbs, Frances Quinn
(2021), pp. 51-69, Complexity and simplicity in science education, Cham, Switzerland, B1
Rethinking Disciplinary Links in Interdisciplinary STEM Learning: a Temporal Model
R Tytler, V Prain, L Hobbs
(2021), Vol. 51, pp. 269-287, Research in Science Education, C1
Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time
L Hobbs, F Quinn
(2021), Vol. 44, pp. 627-651, European Journal of Teacher Education, C1
Teaching out-of-field: challenges for teacher education
L Hobbs, R Porsch
(2021), Vol. 44, pp. 601-610, European Journal of Teacher Education, London, Eng., C1
The power of formative evaluation: designing extended professional development
Linda Hobbs, Genée Marks
(2020), Vol. 1, pp. 174-202, Methodological approaches to STEM education research, Cambridge, Eng., B1
Linda Hobbs, John Clark
(2020), pp. 226-243, The Art of Teaching Science, London, Eng., B1
The role of the Maker Faire in STEM engagement: Messages for teacher professional development.
Coral Campbell, Linda Hobbs, Lihua Xu
(2020), pp. 131-150, STEM Education in Primary Classrooms: Unravelling Contemporary Approaches in Australia and New Zealand, London, Eng., B1
Designing professional development for teachers teaching out-of-field
J Kenny, L Hobbs, R Whannell
(2020), Vol. 46, pp. 500-515, Professional development in education, Abingdon, Eng., C1
Learning to teach science Out-of-Field: a spatial-temporal experience
L Hobbs
(2020), Vol. 31, pp. 725-745, Journal of Science Teacher Education, London, Eng., C1
STEM into industry - brokering relationships between schools and local industry
Linda Hobbs, Heather Kelly
(2020), Vol. 40, pp. 247-255, Curriculum Perspectives, Berlin, Germany, C1
Girls' Future- Our Future- Invergowrie Foundation STEM Report 2020 Update
Coral Campbell, Linda Hobbs, Victoria Millar, Adam Ragab Masri, Chris Speldewinde, Russell Tytler, Jan van Driel
(2020), Melbourne, Vic., A6
Lihua Xu, Coral Campbell, Linda Hobbs
(2019), pp. 139-156, Asia-Pacific STEM teaching practices: from theoretical frameworks to practices, Singapore, B1
Challenges and opportunities for a STEM interdisciplinary agenda
Russell Tytler, Gaye Williams, Linda Hobbs, Judy Anderson
(2019), pp. 51-81, Interdisciplinary mathematics education : the state of the art and beyond, Cham, Switzerland, B1
Teaching Out-of-Field as a Phenomenon and Research Problem
Linda Hobbs, Günter Törner
(2019), pp. 3-20, Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist, Berlin, Germany, B1
Examining the Complexity of the Out-of-Field Teacher Experience Through Multiple Theoretical Lenses
Linda Hobbs, Anna du Plessis, Frances Quinn, Emily Rochette
(2019), pp. 87-128, Examining the Phenomenon of “Teaching Out-of-field” International Perspectives on Teaching as a Non-specialist, Berlin, Germany, B1
Subject-Specific Demands of Teaching: Implications for Out-of-Field Teachers
Linda Hobbs, Cosette Crisan
(2019), pp. 151-178, Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist, Berlin, Germany, B1
The Out-of-Field Teacher in Context: The Impact of the School Context and Environment
Anna Du plessis, Linda Hobbs, Julie Luft, Colleen Vale
(2019), pp. 217-242, Examining the Phenomenon of “Teaching Out-of-field” International Perspectives on Teaching as a Non-specialist, Berlin, Germany, B1
Initial Teacher Education: Roles and Possibilities for Preparing Capable Teachers
Coral Campbell, Porsch Raphaela, Linda Hobbs
(2019), pp. 243-267, Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist, Berlin, Germany, B1
The Out-of-Field Phenomenon: Synthesis and Taking Action
Linda Hobbs, Günter Törner
(2019), pp. 309-322, Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist, Berlin, Germany, B1
The Successful Students STEM Project: A Medium Scale Case Study
Linda Hobbs, Brian Doig, Barry Plant
(2019), pp. 209-227, Interdisciplinary Mathematics Education: The State of the Art and Beyond, Berlin, Germany, B1
Linda Hobbs, Günter Törner
(2019), Singapore, A7
L Hobbs, J Clark, B Plant
(2018), pp. 133-168, Stem education in the junior secondary: the state of play, Singapore, B1
L Hobbs, Coral Campbell
(2018), pp. 139-167, School-based partnerships in teacher education: a research informed model for universities, schools and beyond, Singapore, B1
L Hobbs, John Cripps Clark, Barry Plant
(2018), pp. 231-245, School-based partnerships in teacher education : a research informed model for universities, schools and beyond, Singapore, B1
L Hobbs, John Kenny
(2018), pp. 271-285, School-based partnerships in teacher education: a research informed model for universities, schools and beyond, Singapore, B1
Models of school-based practice: partnerships in practice
Coral Campbell, Gail Chittleborough, Andrew Gilbert, L Hobbs, Mellita Jones, John Kenny, Christine Redman
(2018), pp. 39-57, School-based partnerships in teacher education: a research informed model for universities, schools and beyond, Singapore, B1
Science teacher education partnerships with schools (STEPS)
Andrew Glibert, E Herbert
(2018), pp. 21-38, School-based partnerships in teacher education : a research informed model for universities, schools and beyond, Singapore, B1
Building identity and commitment to the teaching of science
Linda Hobbs, Robert Whannell
(2018), pp. 236-258, Teaching Secondary Science : Theory and Practice, Cambridge, Eng., B1
Robert Whannell, Linda Hobbs
(2018), pp. 24-44, Teaching secondary science : theory and practice, Cambridge, Eng., B1
S Herbert, L Hobbs
(2018), Vol. 48, pp. 777-809, Research in Science Education, C1
Andrew Gilbert, Linda Hobbs, John Kenny, Melita Jones, Coral Campbell, Gail Chittleborough, E Herbert, Christine Redman
(2018), Vol. 11, pp. 73-83, School-university partnerships, Lanham, Md., C1
Linda Hobbs, Coral Campbell, Mellita Jones
(2018), Singapore, A7
Linda Hobbs, Cheryl Jakab, Victoria Millar, Vaughan Prain, Christine Redman, Christopher Speldewinde, Russell Tytler, Jan van Driel
(2017), Melbourne, Vic., A6
Successful university-school partnerships: an interpretive framework to inform partnership practice
M Jones, L Hobbs, J Kenny, C Campbell, G Chittleborough, A Gilbert, S Herbert, C Redman
(2016), Vol. 60, pp. 108-120, Teaching and teacher education, Oxford, Eng., C1
A pedagogy for epistemic agency in the judgment of accuracy and reliability
John Clark
(2016), Vol. 11, pp. 27-47, QWERTY, C1
L Hobbs, C Campbell
(2015), pp. 213-224, ATEE 2014 : Transitions in Teacher Education and Professional Identities, Braga, Portugal, E1
Successful university-school partnerships: an interpretive framework to inform partnership practice
L Hobbs, M Jones, J Kenny, C Campbell, G Chittleborough, E Herbert, A Gilbert, C Redman
(2015), Vol. Part 13, pp. 2073-2084, ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable future, Helsinki, Finland, E1-1
Establishing school university partnerships to teach science - Does what worked for us work for you?
J Kenny, L Hobbs, C Speldewinde, M Jones, C Campbell, A Gilbert, G Chittleborough, E Herbert, C Redman
(2015), Vol. Part 13, pp. 2029-2040, ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable future, Helsinki, Finland, E1-1
J Kenny, L Hobbs, S Herbert, G Chittleborough, C Campbell, M Jones, A Gilbert, C Redman
(2014), Vol. 39, pp. 43-65, Australian journal of teacher education, Katoomba, N. S. W., C1
Developing effective school and university partnerships for teacher education
J Kenny, C Redman, L Hobbs, M Jones, C Campbell, A Gilbert, G Chittleborough, S Herbert
(2014), pp. 2620-2632, EDULEARN14 Proceedings : 6th International Conference on Education and New Learning Technologies 2014, Barcelona, Spain, E1
L Hobbs, E Herbert
(2014), pp. 88-110, ATEA 2014 : Proceedings of Australia Teacher Education Association Annual Conference, North Sydney, New South Wales, E1-1
Boundary crossings of out-of-field teachers : locating learning possibilities amid disruption
L Hobbs
(2013), pp. 7-28, Boundary-spanning in organizations : network, influence and conflict, Abingdon, England, B1-1
Narrative pedagogies in science, mathematics and technology
L Hobbs, R Davis
(2013), Vol. 43, pp. 1289-1305, Research in Science Education, Berlin, Germany, C1
Teaching 'out-of-field' as a boundary-crossing event : factors shaping teacher identity
L Hobbs
(2013), Vol. 11, pp. 271-297, International journal of science and mathematics education, Dordrecht , The Netherlands, C1
B Doecke, M Wells, J Kline, B Walker-Gibbs, C Campbell, L Hobbs, W Kortman, B Doig, G Auld, P Hubber, R Tytler, B Preston, M Long
(2013), [Geelong, Vic.], A6
Teaching out-of-field : factors shaping identities of secondary science and mathematics
L Hobbs
(2012), Vol. 58, pp. 21-29, Teaching science, Deakin West, A.C.T., C1
L Hobbs
(2012), Vol. 28, pp. 718-727, Teaching and teacher education, Oxford , England, C1-1
R Tytler, D Symington, L Darby, C Malcolm, V Kirkwood
(2011), Vol. 27, pp. 871-879, Teaching and teacher education, Oxford, England, C1
L Darby-Hobbs
(2011), pp. 1-21, Research in science education, Dordrecht, Netherlands, C1
L Hobbs
(2011), pp. 1-12, AARE 2011 : Researching across boundaries : Proceedings of the 2011 AARE International Research in Education Conference, Hobart, Tasmania, E1-1
Subject cultures and pedagogy : comparing secondary mathematics and science
L Darby
(2010), Saarbrücken, Germany, A1-1
Student outcomes from engaging in open science investigations
P Hubber, L Darby, R Tytler
(2010), Vol. 56, pp. 8-12, Teaching science : journal of the Australian Science Teachers Association, Canberra, A.C.T., C1
The student as scientist : the impact of the BHP Billiton science awards
R Tytler, D Symington, P Hubber, G Chittleborough, C Campbell, L Darby
(2010), Geelong, Vic., A6
L Darby
(2010), pp. 1-14, AARE 2010 : Proceedings of the 2010 Australian Association for Research in Education Conference, Melbourne, Victoria, E1-1
Focusing on the science teacher
R Tytler, L Darby
(2009), pp. 273-284, World of science education : handbook of research in Australasia, Rotterdam, Netherlands, B1
Educating the whole child through science: a portrait of an exemplary primary science teacher
R Tytler, J Cripps Clark, L Darby
(2009), Vol. 55, pp. 23-27, Teaching science, Deakin, A.C.T., C1
Translating a relevance imperative into junior secondary mathematics and science pedagogy
L Darby
(2009), Vol. 5, pp. 277-288, Eurasia journal of mathematics, science and technology education, Ankara, Turkey, C1-1
R Tytler, C Malcolm, D Symington, V Kirkwood, L Darby
(2009), Geelong, Vic., A6-1
Negotiating mathematics and science school subject boundaries: the role of aesthetic understanding
L Darby
(2008), pp. 225-251, Science education in focus, Hauppage, N.Y., B1-1
Making mathematics and science relevant through story
L Darby
(2008), Vol. 64, pp. 6-11, Australian mathematics teacher, Adelaide, S.A., C1-1
Improving middle years mathematics and science
R Tytler, S Groves, A Gough, L Darby, C Kakkinen, B Doig
(2008), Melbourne, Vic., A6-1
The usefulness of a science degree : the 'lost voices' of science trained professionals
S Rodrigues, R Tytler, L Darby, P Hubber, D Symington, J Edwards
(2007), Vol. 29, pp. 1411-1433, International journal of science education, London, England, C1
Experiencing relevant mathematics and science through story
L Darby
(2007), Vol. 53, pp. 37-40, Teaching science, Canberra, A.C.T., C1-1
Educating for sustainability : an innovative interactive CD and internet resource
B Kentish, L Darby
(2007), Vol. 51, pp. 30-33, Teaching science, Canberra, A.C.T., C1-1
Perceptions of engineering from female secondary college students in regional Victoria
L Darby, S Hall, K Dowling, B Kentish
(2007), pp. 507-516, AAEE 2003 : Sustainable engineering education : Proceedings of the 2003 Australasian Association for Engineeering Education Conference, Melbourne, Victoria, E1-1
Negotiation mathematics and science school subject boundaries : the role of aesthetic understanding
L Darby
(2006), pp. 55-82, Science education in focus, New York, N.Y., B1-1
Science students' perceptions of engaging pedagogy
L Darby
(2005), Vol. 35, pp. 425-445, Research in science education, Berlin, Germany, C1-1
Female students' perceptions of engineers and engineering
L Darby, S Hall, B Kentish, K Dowling
(2003), Ballarat, Vic., A6-1
Real science and school science : endless wonder versus the drive to explore
L Darby
(2001), pp. 1-6, AARE 2001 : Crossing borders : New frontiers in educational research : Australian Association for Research in Education conference proceedings, Fremantle, Western Australia, E1-1
Funded Projects at Deakin
Australian Competitive Grants
School-based pedagogies and partnerships in primary science teacher education
Prof Linda Hobbs, Prof Coral Campbell, Dr Gail Chittleborough, Dr Sandra Herbert, Dr John Kenny, Dr Mellita Jones, Dr Christine Redman, Dr Jeffrey King
OLT Seed Projects - Office for Learning and Teaching
- 2014: $55,200
- 2012: $155,000
Out-of-field Teaching: Sustaining Quality Practices Across Subjects
Prof Linda Hobbs, Dr Whannell Robert, Prof Russell Tytler, A/Prof Colleen Vale, Dr Frances Quinn, Prof Coral Campbell, Dr Terry Lyons, Prof Colleen Vale
ARC - Discovery Projects
- 2017: $60,257
- 2016: $39,278
- 2015: $43,250
Shifting the Culture of Out-of-field Professional Education for Teachers
Prof Linda Hobbs, Prof Merrilyn Goos, Dr Janet Dutton, Dr Greg Oates, Dr Seamus Delaney, Dr Susan Caldis, Dr Constance Cirkony, Dr Emily Ross
ARC - Discovery Projects
- 2024: $19,524
Other Public Sector Funding
Evaluation of the National Partnerships (Teacher, Quality, Supply and Retention) Initiatives for the Victorian school workforce
Prof Brenton Doecke, Prof Russell Tytler, Adj/Prof Christine Halse, Dr Brian Doig, Prof Julianne Moss, Prof Damian Blake, A/Prof Peter Hubber, Prof Coral Campbell, A/Prof Anne-Marie Morrissey, A/Prof Bernadette Walker-Gibbs, Dr Wendy Kortman, Mr Alan Marshall, Ms Barbara Preston, Dr Jodie Kline, A/Prof Glenn Auld, Prof Linda Hobbs
DEECD Department of Education and Early Childhood Development
- 2013: $190,500
- 2012: $25,500
- 2011: $52,800
2013 Primary Science Specialists Professional Learning Program
Prof Coral Campbell, Prof Russell Tytler, A/Prof Peter Hubber, Dr Wendy Jobling, Dr Laura Barraza, Dr John Cripps Clark, Dr Sandra Herbert, Prof Linda Hobbs
DEECD Department of Education and Early Childhood Development
- 2013: $78,086
2013-14 Primary Science Specialists Professional Learning Program
Prof Coral Campbell, A/Prof Peter Hubber, Dr Wendy Jobling, Dr Laura Barraza, Dr John Cripps Clark, Dr Sandra Herbert, Prof Linda Hobbs, Prof Russell Tytler
DEECD Department of Education and Early Childhood Development
- 2015: $1,600
- 2014: $35,162
- 2013: $82,045
Secondary STEM Catalysts: professional learning program
A/Prof Peter Hubber, Prof Russell Tytler, Prof Coral Campbell, A/Prof Colleen Vale, Dr John Cripps Clark, Prof Linda Hobbs, A/Prof Peta White, Dr Gaye Williams
DETVic Tender - Department of Education and Training Victoria
- 2018: $319,446
- 2017: $295,146
- 2016: $48,403
Tech Schools Evaluation
Prof Linda Hobbs, Dr John Cripps Clark, Dr Seamus Delaney, A/Prof Peta White, Dr George Aranda, Prof Russell Tytler, Prof Christine Ure, Prof Coral Campbell, Dr Genee Marks
DETVic Grant - Research - Department of Education and Training Victoria
- 2023: $171,346
- 2022: $90,126
- 2021: $89,471
- 2020: $185,724
- 2019: $112,000
STEM and Entrepreneurship in Primary Schools
Dr Lihua Xu, Prof Linda Hobbs, Prof Coral Campbell
Department of Education & Early Childhood Development
- 2020: $58,549
- 2019: $18,000
Evaluation of Teacher Financial Incentives Program
A/Prof Julie Rowlands, Prof Jill Blackmore, Prof Linda Hobbs
DETVic Grant - Research - Department of Education and Training Victoria
- 2021: $46,608
- 2020: $6,950
Defining and mapping out-of-field (OOF) teaching in Victorian government schools.
Prof Linda Hobbs, Prof Coral Campbell, Dr Seamus Delaney, Dr Chris Speldewinde
DETVic Grant - Research - Department of Education and Training Victoria
- 2020: $45,048
Secondary Mathematics and Science initiative for out-of-field teachers.
Prof Russell Tytler, A/Prof Jill Brown, A/Prof Peta White, Prof Linda Hobbs, A/Prof Julianne Lynch, Dr Jo Raphael, Dr Carly Sawatzki, A/Prof Wanty Widjaja, Dr Seamus Delaney, Dr John Cripps Clark, Prof Damian Blake
DETVic Grant - Research - Department of Education and Training Victoria
- 2023: $693,244
- 2022: $1,305,002
- 2021: $1,984,010
- 2020: $764,034
Centre for Higher Education Studies Professional Learning.
Dr Maria Nicholas, A/Prof Andrew Skourdoumbis, Prof Linda Hobbs, Dr Shaun Bangay, Dr John Cripps Clark, Dr Seamus Delaney, Dr Sophie Mckenzie, Dr George Aranda, Miss Ondine Bradbury, Dr Guy Wood-Bradley
DETVic Grant - Research - Department of Education and Training Victoria
- 2024: $25,000
- 2023: $96,134
- 2022: $217,834
Design and delivery of a Graduate Certificate of Secondary Digital Technologies.
A/Prof Julianne Lynch, Prof Andrew Cain, Dr Jo Raphael, Dr George Aranda, Dr Sunil Aryal, A/Prof Chathu Ranaweera, Dr Carly Sawatzki, A/Prof Matthew Thomas, Dr Guy Wood-Bradley, A/Prof Glenn Auld, Dr John Cripps Clark, Prof Linda Hobbs
DETVic Grant - Research - Department of Education and Training Victoria
- 2024: $101,948
- 2023: $529,906
Design and delivery of a Graduate Certificate of Secondary Design and Technologies.
Dr John Cripps Clark, Dr Clara Usma-Mansfield, Dr George Aranda, Dr Matt Jennings, A/Prof Peta White, Mr Rob McHenry, Dr Seamus Delaney, A/Prof Siva Krishnan, Dr Jo Raphael, A/Prof Julianne Lynch, Prof Linda Hobbs
DETVic Grant - Research - Department of Education and Training Victoria
- 2024: $107,324
- 2023: $522,584
Industry and Other Funding
The Invergowrie Foundation STEM Report
Prof Russell Tytler, Prof Linda Hobbs, Prof Vaughan Prain, Prof Jan Van Driel, Dr Christine Redman, Dr Victoria Millar
The Invergowrie Foundation
- 2017: $36,075
Girls as leaders in STEM (GALS)
Prof Linda Hobbs, Dr Lihua Xu, Prof Coral Campbell
The Invergowrie Foundation
- 2022: $9,500
- 2021: $105,000
- 2020: $104,000
- 2019: $100,500
- 2018: $60,000
'' Updating and Elaborating on Girls' Future - Our Future''.
Prof Linda Hobbs, Prof Russell Tytler, Prof Coral Campbell
The Invergowrie Foundation
- 2020: $20,585
- 2019: $20,585
PMSS Cohort 5 Research Project
Prof Russell Tytler, A/Prof Peta White, Prof Coral Campbell, Prof Linda Hobbs
Edpartnerships International Pty Ltd
- 2019: $58,456
Invergowrie STEM Hub
Dr Lihua Xu, Prof Linda Hobbs, Dr George Aranda, Prof Coral Campbell
The Invergowrie Foundation
- 2023: $256,000
- 2022: $144,000
Girls' Future - Our Future second update: Impact of the COVID-10 pandemic on girls and STEM.
Prof Russell Tytler, Prof Coral Campbell, Prof Linda Hobbs
The Invergowrie Foundation
- 2022: $30,000
GALS
Prof Linda Hobbs, Dr Lihua Xu, Dr Kerryn Driscoll
The Invergowrie Foundation
- 2023: $157,176
Supervisions
Desiree Hernandez Ibinarriaga
Thesis entitled: Critical Co-design Methodology: Privileging Indigenous Knowledges and Biocultural Diversity (Australia/Mexico)
Doctor of Philosophy (Education), School of Education
Mifrah Ahmad
Thesis entitled: An Experience-based Co-design Model for Designing Educational Games: Teachers and Game Designers' Perspectives
Doctor of Philosophy (Education), School of Education
Leissa Kelly
Thesis entitled: Marine Educators: Linking Personal Commitment, Education and Public Policy
Doctor of Philosophy (Education), School of Education