Since joining CPELL in 2002, Sue's research has focussed on student experiences and outcomes from secondary education and vocational education and training (VET). These include the Young Visions Project (on behalf of DEST), which was a national study of young people’s experience of school and their subsequent outcomes. She has also contributed to major post-school destinations surveys such as On Track (for the Victorian government) and Next Step (for the Queensland government).

Sue has undertaken commissioned research on the role of VET for Indigenous Australians, which have resulted in a number of major reports and refereed publications.

Sue’s current commitments include an ARC funded research project examining the Victorian Certificate of Education and an evaluation of the "Cretaive Partnerships" program which addresses the learning needs of disaffected and disadvantaged students in Victorian schools.

Previously a teacher, Sue has a long-standing involvement in numeracy and mathematics teaching and learning. This work has produced several publications, including refereed journal articles, teacher resource books and student learning materials.

MERGA member

B.Sc (Hons), Dip.Ed., M.Ed.

Master of Educational Policy (International)

• VET in Schools
• Post-compulsory Education and Training
• Post-school destinations and pathways
• Indigenous Education and Training
• Adult and Community Education
• Numeracy and Mathematics teaching and learning

Refereed Journal articles

Helme, S. (2007). From the Sidelines to the Centre: Indigenous Support Units in Vocational Education and Training. Journal of Vocational Education & Training 59 (4), 451-466.

Hill, A. & Helme, S. (2005). VET in Schools for Indigenous students: ‘hands on’, ‘default’ or promising? International Journal of Training Research 3 (1), 1-22.

Helme, S. (2005) Indigenous students and Vocational Education and Training in Schools: Ladder of Opportunity or corrugated iron ceiling? Australian Journal of Education, 9 (2), 169-181.

Stacey, K., Helme, S., Archer, S. and Condon, C., (2001). The effect of epistemic fidelity and transparency on teaching with physical materials. Educational Studies in Mathematics, 47, 199-221.

Stacey, K., Helme, S., Steinle, V., Baturo, A. Irwin, K. and Bana, J. (2001). Preservice teachers’ knowledge of difficulties in decimal numeration. Journal of Mathematics Teacher Education, 4, 205-225.

Helme, S. & Clarke, D. (2001). Identifying Cognitive engagement in the mathematics classroom. Mathematics Education Research Journal, 13, 2, 133-153.

Helme, S. and Stacey, K. (2000). Can minimal support for teachers make a difference to students’ understanding of decimals? Mathematics Teacher Education and Development, 2, 105-120.

Book chapters

Helme, S. (2007). Education Inequality and Indigenous Australians. In R. Teese, S. Lamb and M. Duru-Bellat (eds.) International Studies in Educational Inequality, Theory and Policy Volume 1: Educational Inequality: Persistence and Change, 257-277. Dordrecht: Springer.

Welch, A., Helme, S. and Lamb, S. (2007). Rurality and Inequality in Education: The Australian Experience. In R. Teese, S. Lamb and M. Duru-Bellat (Eds.) International Studies in Educational Inequality, Theory and Policy Volume Two: Inequality in Education Systems, 271-293. Dordrecht: Springer.

Helme, S. & Clarke, D. (2001). Cognitive Engagement in the Mathematics Classroom. In Clarke, D. Ed.), Perspectives on Practice and Meaning in Mathematics and Science Classrooms, 131-153. Dordrecht: Kluwer Academic Publishers.

Clarke, D.J. & Helme, S. (1998). Context as Construction. In O. Bjorkqvist (Ed.) Mathematics teaching from a Constructivist Point of View. Vasa, Finland: Faculty of Education, Abo Akademi University.

Research Reports

Helme, S. and Lamb, S. (2007). Feasibility of surveying destinations of young people completing qualifications in TAFE and ACE under the Government’s Youth Guarantee. Report for the Victorian Department of Education, February.

Teese, R. and Helme, S. (2007). Examination of the principles, concepts and definitions underpinning Year 12 standards in Australian States and Territories. Report for the Australasian Curriculum, Assessment and Certification Authorities (ACACA).

Polesel, J., Teese, R.; Lamb, S., Helme, S.; Nicholas, T. and Clarke, K. (2007). Career Moves: Destination and Satisfaction Survey of 2005 HSC VET Students in New South Wales. NSW Department of Education and Training.
https://www.det.nsw.edu.au/media/downloads/dethome/yr2007/vetinschools.pdf

Teese R, Helme S & Clarke K. (2006). School and Regional Reports for the Opportunities and Outcomes in the North West of Melbourne Project, for Victorian Department of Education and Training. Melbourne, Australia: Centre for Post-Compulsory Education and Lifelong Learning.

Teese, R., Nicholas, T., Polesel, J., and Helme, S. (2006). The Destinations of School Leavers in Victoria. Report of the 2005 On Track Project. Melbourne, Vic; Department of Education & Training.

Lamb, S., Teese, R., and Helme, S. (2005). Equity programs for government schools in New South Wales: a review. Report for NSW Department of education and Training.

Polesel, J., Helme, S., Teese, R. (2005). The Next Step Report 2005 on the destinations of Year 12 school leavers in Queensland. Brisbane, Queensland Department of Education and the Arts.

Helme, S., Polesel, J., and Nicholas, T. (200

CURRENT PROJECTS
Project Title Academic Curriculum and School Setting: How School Subjects live different lives in different schools (ARC Discovery project DP0558238)

Duration 2006-2008
Principal Researcher Richard Teese
Abstract The project will investigate the varied ways that curriculum “comes to life” in different school settings, and will focus on the senior school subjects of Mathematics, English and Literature. Given persistent inequalities in achievement both within and across socioeconomic bands and academic profiles, a key question that the research will address is the extent to which schools and teachers are able to moderate the socially unequal impact of curriculum demands. In short, what are the strategies do schools use to improve learning and outcomes?


PAST PROJECTS (SELECTION ONLY)

Project Title Education and Equity: International Perspectives on Theory and Policy
Duration 2006
Principal Researcher Richard Teese
Abstract Three-volume book set for Spinger/Kluwer. In 2006, Kluwer Academic Publishers (now Springer) will publish a three-volume book series on educational inequality. The series represents a major opportunity for scholars around the world to communicate their research findings and to assess progress in public policy. Contributions will be international in scope, covering both developed and developing worlds. The key questions for the series are—do we have a better understanding of the origins of inequality today (account taken of changes in the forms of inequality), and are our policies more soundly based?

Volume 1 covers macro-social perspectives on educational inequality—long-term trends in policy and outcomes, and over-arching views of policy and research/theory.

Volume 2 includes contextual studies of inequality—the focus is on how inequalities operate in particular geographical or institutional contexts, including emerging as well as persistent forms of inequality.

Volume 3 is a synthesis which ties together the perspectives developed in volume 1 and 2 and which develops forward agendas for policy and research. This volume will be prepared by the editorial committee, and somewhat later than the preceding ones.


Project title Next Step (The destinations of Year 12 school leavers in Queensland)
Duration Feb 2006-Oct 2006
Researchers Richard Teese, John Polesel, Sue Helme, Tanya Nicholas, Kira Clarke
Commissioned/funded by Department of Education and the Arts, Queensland
Abstract The Next Step survey is aimed at assisting:

- Parents and the wider public to know the achievements of students and to appreciate the range of options available to students
- Schools to review and plan their services for students, especially in the senior years of schooling
- School systems to review their education policies as they affect the transition from school to further study and employment and;
- Training bodies, universities, business and industry, local government and regional planners to plan their services.

The survey, commissioned by the Queensland DE&A as part of the School Reporting initiatives, supports the State Government’s Education and Training Reforms for the Future (ETRF), which aim to have every young person learning or earning.

Conference proceedings

Helme, S. and Stacey, K. (2000) Improving decimal understanding: Can targetted resources make a difference? In J.Bana and A. Chapman (Eds.) Mathematics Education Beyond 2000. Proceedings of the Twenty-third Annual Conference of the Mathematics Education Research Group of Australasia, held at Freemantle, Western Australia, 5-9 July, 2000. Perth, W.A.: MERGA, pp. 299 - 306.

Helme, S. & Clarke, D. (1998). We really put our minds to it: Cognitive engagement in the mathematics classroom. In Teaching Mathematics in New Times. Proceedings of the Twenty-first Annual Conference of the Mathematics Education Research Group of Australasia, held at Broadbeach, QLD, 5-8 July, 1998.

Helme, S. & Clarke, D. J. (1998). We really put our minds to it: Promoting cognitive engagement in the mathematics classroom. In J. Gough & J. Mousley, (Eds.) Mathematics: Exploring All Angles. Melb, Vic: Mathematics Association of Victoria, 175-185.