Keeping Connected

Lyn Yates is a past president of the Australian Association for Research in Education (AARE). She is interested in schooling, inequalities, identities and social change, and in how Australian education policy and practice relate to these. Her past research projects include a qualitative longitudinal study of young people at four schools, following them each year from age 12 to 18.

Julianne Moss's research interests centre on curriculum reform, curriculum theory, teacher professional learning, particularly in the context of issues of understanding student diversity, educational exclusion and social inclusion. She has contributed a range of academic and professional publications. Julianne has a longstanding interest in the role of the visual arts in education, and over the past ten years has been researching and developing visual methods for researching education.  She is currently publishing on issues of researching education, digitally. In 2008, the book Researching Education - visually, digitally, spatially, Sense Publishers, bold visions in Education, Research Series, Rotterdam, The Netherlands was launched.

Dr Julie White is a Senior Lecturer in the Faculty of Education at La Trobe University, Melbourne, where she lectures in Research Methodology and Intercultural Communication. She coordinates the Masters level program and supervises a large number of doctoral Students. Her particular research interests are in narrative, identity, pedagogy, performativity and creativity. She is a researcher on two Australian Research Council funded projects and is a member of the editorial boards of Creative Approaches to Research, Qualitative Research Journal and Transnational Curriculum Inquiry.

Trevor Hay is a writer of both academic and literary works, who has published a number of books based on ethnographic, biographical and fictional approaches to the depiction of identity. For many years he has been writing and researching in areas to do with teachers and cultural identity. He has published a number of works in collaboration with Julie White, exploring the relationship between narrative theory and narrative method in educational research.

Coming originally from a teaching background, Peter Ferguson's academic research in recent years has focused on students' perceptions of schooling, particularly during the middle years; curriculum design and implementation; assessment; and, teacher accreditation and professional standards frameworks. He teaches in the Primary Bachelor of Education, the graduate Diploma of Education and the Masters programs at the University of Melbourne. He also supervises twelve post graduate students researching in various areas of students' and teachers' perceptions of learning and teaching priorities and policies as well as curriculum design and implementation.

Mary's role is primarily that of research and she is currently lead Principal Investigator on 2 projects: 'Singaporean Teachers Espoused Beliefs' and 'Pilot study on the implementation of "Strategies for Effective and Engaged Development" (SEED) in early Primary years'.

Pam St Leger has a background in teaching in secondary schools and tertiary courses. She works in the Centre for Program Evaluation where she teaches and researches evaluation approaches. As part of her work in the Centre, Pam also undertakes evaluation consultancies, particularly in program design and implementation. These have included evaluations of education and other social programs that involve young people.