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HDR Pre-Forum Workshop 2026

Friday 14^th August 2026

5-7 pm

WAIER is proud to present our sixth HDR pre-Forum workshop. Designed to connect our educational research candidates across all Western Australian tertiary institutions this two-hour workshop will provide  interactive learning and peer to peer connections to build your professional connections. 

Who Should Attend: HDR candidates at all stages of candidature.

From Thesis to Contribution: Articulating Your Research Story

Facilitated by Dr Sian Chapman

How do you move from describing your thesis (part 1) to clearly articulating what it contributes to educational research and practice (part 2)?
This interactive workshop supports postgraduate research candidates to reframe their research story, clarify their contribution, and practice communicating their work to different audiences. Designed for HDR students across all stages of projects, the session offers practical tools, reflective discussion, and structured writing time to help participants confidently articulate why their research matters, and to whom.  

• Date: Friday 14th August 2026 
• Time: 5-7 pm Registration begins at 4:45
• Duration: 2 hours
• Location: Boola Katitjin, Murdoch University
• Equipment: Participants are required to bring their own laptops. 
• Dinner (optional-your own cost) 7:00 at a local venue-join us if you would like to  continue the conversations and network with fellow researchers. 

Cost:

HDR Forum – Free with Forum attendance

HDR student Forum and WAIER Forum – $100 Members. $130 Non-members

Early bird Registration by Friday July 31st

Please see Forum page for payment link

37th WAIER Research Forum 2022

Facilitator Dr Sian Chapman

Sian is a Senior Lecturer at Murdoch University in Perth, Western Australia, teaching into undergraduate and post-graduate ITE programs. Her research interests include education policy and practice, teacher agency and change, and understanding systemic difference through complexity theory. These concepts are explored across a range of topics including arts education, inclusive education, teacher wellbeing and practice. Sian is also the current President of the Western Australian Institute for Educational Research (WAIER).

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References:

Cremin, T. & Oliver, L. (2017). Teachers as writers: A systematic review. Research Papers in Education. 32(3) 269 – 295.

Gardner, P. (2014). Becoming a teacher of writing: Primary student teachers reviewing their relationship with writing, English in Education, 48(2) 128 – 148.       

Gardner, P. (2018). NAPLAN: The Writing is on the Wall but Who is Actually Reading It? English in Australia, 53(1) 15 – 23. 

Gardner, P. & Kuzich, S. (2022) Ready to Write? An investigation of the writing experiences of pre-service teachers. Issues in Educational Research. https://search.informit.org/doi/abs/10.3316/informit.579218876968723?casa_token=UcAJvROfvOEAAAAA%3AiU-Ls4MM09YuXg3aaOZ2NquBbIN8bmNgVmfrkqCnS5KkVi5xf7gKLnr2q635W94gDBtd3Dq95GDDX94

Gardner, P. & Kuzich, S. (2023) Student teachers as Writers: using an ‘immersive’ approach in ITE to build positive writers. DOI: 10.1111/lit.12337

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Gregory Hine (University of Notre Dame Australia) and Sandra Herbert (Deakin University)

A well-established claim is that teacher education programs are pivotal in the professional preparation and formation of pre-service secondary mathematics teachers (PSMTs). Despite this claim, there appears to be a lack of understanding of how best to prepare PSMTs for the profession.

The purpose of this study was to examine and monitor changes over time in PSMTs’ views about approaches to teaching mathematics in secondary schools, before and after undertaking mathematics teaching methods courses (including practicum teaching). These views included their perceived readiness to teach secondary mathematics, as well as an indication of their likelihood to use particular teaching approaches for mathematics.

For this study, PSMTs at two Australian universities were surveyed before and after they undertook their respective teaching methods courses, and interviewed upon course completion. Overall, survey data did not indicate a significant change in PSMTs’ views of readiness to teach mathematics from either university (N = 61 pre-survey, N = 34 post-survey).

An analysis of interview data revealed that PSMTs did not feel ready to teach secondary mathematics, with their emphases focused on two areas where improvement was needed. The areas requiring improvement were their mathematical content knowledge and mathematical pedagogical knowledge. Nevertheless, nearly half of the interviewees reported feeling confident to teach mathematics to lower secondary classes (Years 7-10). Despite these concessions, all interviewed PSMTs outlined at least one area where they had experienced professional growth since commencing a teacher education degree.

Issues in Educational Research, 32(2), 533-554. http://www.iier.org.au/iier32/hine.pdf

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Over several decades, a preoccupation with reading has dominated the literacy debate in primary education. One-sided discussions around literacy not only neglect to consider the symbiotic relationship of reading and writing, but marginalise writing as a worthwhile subject for research. Increasingly, primary teachers are using commercial writing programs as a means of scaffolding the writing curriculum. However, using NAPLAN results as a benchmark, standards of writing have consistently deteriorated over the last decade. Starting from the premise that teachers need to be confident writers in order to teach writing, this study surveyed the writing practices of First Year Primary and Early Childhood Education (ECE) B.Ed. students on entry to university.

Findings show that although student teachers write regularly, they most frequently write short, informal digital texts, rather than the text types common to the primary English curriculum. Over fifty percent of students had not written a story or poem in over two years, and in some instances, it was more than a decade. It is suggested that insufficient recent experience of writing the text-types they will teach on graduation may be a factor contributing to falling standards of writing. International studies show this phenomenon is not restricted to Australia.

The study recommends that writing should be given a higher profile in Initial Teacher Education (ITE) through a ‘knowledge in praxis’ approach in which student-teachers are positioned as writers who learn about writer agency and compositional processes as ‘insiders’.

The study is followed by a second paper, yet to be published, in which students reflect on their experiences of learning about writing after being immersed in this ‘knowledge in praxis’ approach.      

An investigation of the writing experiences of pre-service teachers, Issues in Educational Research, 32(2), 513-532 http://www.iier.org.au/iier32/gardner.pdf

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Paul Gardner, Curtin University

In remembering International Women’s Day, WAIER celebrates the role of Feminist researchers. Many pioneer Feminist researchers drew attention to the fact that much so called ‘objective’, empirical research has been conducted by men on men. In the main, male researchers have been white and middle class, coming from the global North. Not only has male-centric research rendered women researchers ‘invisible’, it also distorts reality by excluding women’s perspectives. Such research has been justifiably critiqued as epistemologically flawed. ‘Man-stream’ science assumes ‘a detached knower’ who frames neutral questions and value-free findings and analysis (Wiggington & Lafrance, 2019). Feminist researchers, no matter their discipline, have been united around the construction of inclusive research methodologies and the promotion of women’s perspective of the world. One key theoretical perspective in feminist research is ‘standpoint theory’, which frames knowledge as being situated in one’s social position, which influences how the world is experienced. Feminist researchers have also drawn attention to the fallacy of the ‘detached’ neutral researcher, and have called on all researchers to acknowledge how their own subjective positions impinge on views of ‘reality’.

Further Reading – Britta Wiggington and Michelle Lafrance’s article which formed the basis of this piece can be accessed at:         

https://journals.sagepub.com/doi/full/10.1177/0959353519866058

Wigginton, B. & Lafrance, M.N. (2019) Learning critical feminist research: A brief introduction to feminist epistemologies and methodologies. Feminism & Psychology. September 2019. doi:10.1177/0959353519866058

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In this feature article, Jodi Dorney (EdD Candidate, CQ University) explores the impact of domestic and family violence and abuse on young children. If you or someone you know is experiencing abuse or violence contact the National Sexual Assault and Domestic Violence Counselling service on 1800 737 732.  Alternatively, you can call lifeline on 131114.

Some scholars argue that the family home is the most dangerous place for women and children ^[1]. Whilst it can at times be easy to identify a child who is a victim of physical abuse, it is more difficult to identify the child who does not present with the external signs and symptoms, but rather suffers due to witnessing their parent – usually the mother – being abused in the ‘safety’ of the family home.

But how is a child a victim if they are not touched, pushed, or hit?  

The rate of women experiencing abuse and violence in the family environment is estimated to be one in three globally^[2] and homicides perpetrated by a current or former male intimate partner account for approximately 38% of all global homicides against women^[3], a figure that continues to rise^{[4, 5]}.  We see or read these stories way too often, with an average of one woman dying every week at the hands of an intimate partner in Australia.

It is estimated that one in four children under five years of age live in a family environment where the mother is a victim of intimate partner violence^[5], and whilst many of these children do not suffer direct physical abuse  at the hands of the offender, they are witness to often horrific and violent physical attacks on their mother. They may also be witness to their mother being emotionally abused and/or psychologically abused. Emotional abuse is aimed at affecting the person’s feelings, while psychological abuse often involves frightening, isolating and/or controlling someone, consequently impacting their mental health.

Research identified indirect experiences of domestic and family violence can result in negative psychological, physical, and behavioural impacts ^{[6, 7, 8]} on the child, and negative effects on their cognitive development ^[5] , and social and emotional development and functioning ^{[5, 8, 10, 11].}

Also, much evidence suggests that because a child usually experiences recurrent exposure to domestic and family violence, often they develop cognitive and behavioural schemas over time related to their gender, such as devaluing their own worth, lack of confidence in adults as protectors, and they may believe that abuse and violence within in the family context is a normal experience for girls ^[5] and abusive behaviours are normal for boys, which explains the intergenerational transmission effect over generations.

Children learn about emotions primarily from parents and others within the family; however, children living in an abusive and violent family context may be deprived of positive emotional engagement with their parents^[11]. Research suggests mothers who are victims of domestic and family violence can suffer from symptoms of anxiety and depression, and may be inattentive, unresponsive, and demonstrate a lack of interest toward their child resulting in insecure attachment ^{[11, 12]}, impacting the child’s opportunity to learn skills to manage, identify, and express personal emotions ^{[9, 13]}.

The sometimes erratic, aggressive, and explosive externalising behaviour of a child (usually a boy, because girls usually adopt an internalised victim-mentality) who has been exposed to abuse and violence in the family environment can hinder opportunities for the child to engage in positive social interactions with friends and adults ^[14]. Furthermore, unstable, unpredictable, and fractured connections between the child and parents within a violent environment can promote a lack of trust, safety, and security within the child and a failure to acquire and learn fundamental social skills ^[15].

Early childhood is a crucial time for a child’s language development^[15] too, as language skills allow a child to communicate and connect with others, and these interactions promote the development of cognitive skills ^[15].

Family environments lacking in stimulation also have the potential of inhibiting the brain to develop to its full potential ^[15] . Suffering stress within an abusive and violent family environment has been identified as a potential precursor to diminished cognitive development as it can impair the young child’s brain ^[15]. Children living with domestic and family violence often experience fear and subsequently suffer chronic stress ^[15], and it has been identified that children who experience stress and constant anxiety may have cognitive difficulties such as thinking clearly enough to problem solve and reason, and may have difficulty sustaining attention, resulting in the inability to acquire new skills or new information ^[16], which can result in educational deficits.

As many people may not be aware that witnessing domestic and family violence as a young child can have such detrimental effects on a child’s development and wellbeing, and with 2020 being a year where rates of domestic and family violence  have reportedly increased ^[16], it is crucial that as educators we engage in the sometimes uncomfortable and confronting conversations about the visible and invisible effects of domestic and family violence with others, including peers and parents.  

The focus of my current research is on the impact of intrafamilial violence on children in early childhood, and through exploring early childhood educators’ knowledge regarding the impact of exposure to intrafamilial violence on a developing child, I aim to develop a professional teaching resource prototype that supports early childhood educators to effectively identify, respond to, and support children impacted by intrafamilial violence.

It is essential that we advocate for and be aware of all children impacted by domestic and family violence, directly and/or indirectly and keep their safety and wellbeing at the forefront of our endeavours.

Jodi Dorney is an early childhood educator from Victoria, currently completing her Doctor of Education at CQUniversity. Her interest and advocacy for children impacted by intrafamilial violence results from many years working in various early childhood education settings.

[1] United Nations Office on Drugs and Crime (2018). Gender-related killing of women and girls. https://www.unodc.org/documents/data-and-analysis/GSH2018/GSH18_Gender-related_killing_of_women_and_girls.pdf

[2] World Health Organisation (WHO). (2019). Respect women: Preventing violence against women. Geneva. Retrieved from https://apps.who.int/iris/bitstream/handle/10665/312261/WHO-RHR-18.19-eng.pdf?ua=1

[3] Lutwak, N. (2018). The psychology of health and illness: The mental health and physiological effects of intimate partner violence on women. The Journal of Psychology, 152(6), 373-387. doi:10.1080/00223980.2018.1447435

[4]  Guggisberg, M. (2018). Chapter 2: Conceptualising intimate partner sexual violence: danger and harm to victim survivors and the role of persistent myths. In Guggisberg, M., & Henricksen, J. (Eds.)., Violence against women in the 21st century: Challenges and future direction (pp. 29-56). Nova Science Publishers, Incorporated.

[5] United Nations Children’s Fund. (UNICEF). (2017). A familiar face: violence in the lives of children and adolescents. Unicef: New York, NY.  Retrieved from https://www.unicef.org/publications/files/Violence_in_the_lives_of_children_and_adolescents.pdf

[6] Carpenter, G., & Stacks, A. M. (2009). Developmental effects of exposure to intimate partner violence in early childhood: A review of the literature. Children and Youth Services Review, 31(8), 831-839. Retrieved from https://doi-org.ezproxy.cqu.edu.au/10.1016/j.childyouth.2009.03.005

[7] Howell, K. (2011). Resilience and psychopathology in children exposed to family violence. Aggression and Violent Behavior, 16(6), 562-569. Retrieved from https://doi-org.ezproxy.cqu.edu.au/10.1016/j.avb.2011.09.001

[8] Briggs-Gowan, M. J., Carter, A. S., & Ford, J. D. (2012). Parsing the effects violence exposure in early childhood: Modeling developmental pathways. Journal of Pediatric Psychology, 37(1), 11-22. doi:10.1093/jpepsy/jsro63

[9] Fusco, R. A. (2017). Socioemotional problems in children exposed to intimate partner violence: Mediating effects of attachment and family supports. Journal of Interpersonal Violence, 32(16), 2515–2532. Retrieved from https://doi-org.ezproxy.cqu.edu.au/10.1177%2F0886260515593545

[10] Osofsky, J. (1995). The Effects of Exposure to Violence on Young Children. The American Psychologist, 50(9), 782-788.

[11] Gelfand, D. M., & Teti, D. M. (1990). The effects of maternal depression on children. Clinical Psychology Review, 10(3), 329-353. https://doi-org.ezproxy.cqu.edu.au/10.1016/0272-7358(90)90065-I

[12] Zahn-Waxler, C., Iannotti, R., Cummings, E., & Denham, S. (1990). Antecedents of problem behaviors in children of depressed mothers. Development and Psychopathology, 2, 271-291.  https://doi.org/10.1017/S0954579400000778

[13] Cummings, E., Cicchetti, D., & Greenberg, M. (1990). Attachment in the preschool years: Theory, research, and intervention. 

[14] The National Child Traumatic Stress Network (NCTSN). (2019). Complex trauma: effects. Retrieved from https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/effects

[15] Zauche, L., Thul, T., Mahoney, A., & Stapel-Wax, J. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318-333.

[16] Morgan, A. & Boxall, H. (2020). Social isolation, time spent at home, financial stress and domestic violence during the COVID-19 pandemic. Trends and Issues in Crime and Criminal Justice, 609, 1-18.

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