Expectations for learning don't add up - Griffith University
Expectations for learning don't add up - Griffith University
Expectations for learning don't add up - Griffith University
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PAGE 8<br />
GRIFFITH INSTITUTE FOR EDUCATIONAL RESEARCH NEWSLETTER<br />
In the spotlight: profiling our staff<br />
Professor Stephen Billett<br />
Above: Professor Stephen Billett, PHD, M Education,<br />
B Arts, Dip Teaching (TAFE), Professor of Education<br />
and GIER Member.<br />
Dr Julie Ballantyne<br />
Dr Julie Ballantyne completed her PhD in music teacher<br />
education in 2005 and has been a lecturer in the School of<br />
Education and Professional Studies at the Gold Coast campus<br />
since July last year. Julie is on the editorial board of the<br />
International Journal of Music Education, and is the editor of<br />
a <strong>for</strong>thcoming book to be published by Cambridge Scholars<br />
Publishing entitled Navigating Music and Sound Education.<br />
Julie is the Lead Chief Investigator of an Australian Learning<br />
and Teaching Council (<strong>for</strong>merly Carrick) Competitive Grant,<br />
that aims to bridge the gap between research and teaching<br />
in music teacher education and decrease isolation between<br />
academics, teachers and pre-service teachers.This project will<br />
hopefully be extended in 2009-2010 with a Leadership Grant<br />
funded by the ALTC to further build a community of educators<br />
dedicated to collaboratively developing improved structures,<br />
networks and practices in the discipline of music teacher<br />
education. The <strong>Griffith</strong> <strong>University</strong> Research Infrastructure<br />
Grant ‘eMERGe’ was funded last year and involves the<br />
building of a ‘hub’ in music education research, enabling<br />
academics worldwide to collaborate on research, and discuss<br />
their emerging ideas with the wider community.<br />
Julie is presenting five workshops and papers at the<br />
International Society of Music Education Conference and<br />
Commission seminars in Rome and Bologna, Italy. Julie<br />
plans to extend her research into exploring the nexus between<br />
musical engagement, identity, and its impact on social and<br />
psychological well-being.<br />
Professor Stephen Billett has researched <strong>learning</strong><br />
through and <strong>for</strong> work since 1992 and has published<br />
widely in the fields of vocational <strong>learning</strong>, workplace<br />
<strong>learning</strong> and conceptual accounts of <strong>learning</strong>. These<br />
include publications in Culture and Psychology, Learning<br />
and Instruction and Mind, Culture and Activity, Studies in<br />
Continuing Education and as well as sole authored books<br />
(Learning through work: Strategies <strong>for</strong> effective practice<br />
(Allen and Unwin 2001); Work, change and workers<br />
(Springer 2006); and edited volume (Work, Subjectivity<br />
and Learning; Emerging perspectives of workplace<br />
<strong>learning</strong>) secured over $1.5 million in competitively<br />
funded grants from Australian Research Council, National<br />
Vocational Educational and Training Research funds,<br />
Fulbright Foundation, state and private sector. He<br />
also holds a Fellowship of the Australian Teaching and<br />
Learning Council (<strong>for</strong>merly Carrick Institute).<br />
Professor Billett is currently on the editorial boards of<br />
7 refereed journals, including the American Education<br />
Research Journal, the second most cited journal in the<br />
field, and he reviews articles <strong>for</strong> many other journals.<br />
He is the Founding and Executive Editor of Vocations<br />
and Learning, a journal of professional and vocational<br />
education published by Springer.<br />
Below: Dr Julie Ballantyne, B Music, B Education,<br />
A.Mus.A. PhD, Lecturer, School of Education and<br />
Professional Studies and GIER Associate Member.