Faculty of Creative Industries, Education and Social Justice 1

Outstanding Doctoral Thesis Award

CAYAS, Annetta

Thesis Title

Parenting-for-Schooling: An Institutional Ethnography on Parenting Practices in Support of Schooling

Supervisors

• Associate Professor Nerida Spina (Principal Supervisor)
• Dr Peter O'Brien (Associate Supervisor)
• Adjunct Professor Gordon Tait (Associate Supervisor)

Citation

Parent engagement has emerged as an education policy that is widely implemented to boost student achievement and promote schooling excellence; however, little is known about how parent engagement policies shape parents' and families' lives. This institutional ethnographic research at one Australian school shows how school goals and policy expectations for parent engagement intensively reorganises parents’ time, attention, resources and subjectivities. Effectively, middle-class parents are parenting-for-schooling, with school expectations dominating family life. The research shows how parenting-for-schooling bears implications for children and young people, parents and school staff and raises serious questions about equity, including for whom parent engagement truly works.

Doctor of Education

FIAALII, Shanelle

Thesis Title

Challenging Colonialism in Christian Schools through Country, Culture and Community

Supervisors

• Associate Professor Francis Bobongie-Harris (Principal Supervisor)
• Dr David Singh (Associate Supervisor)
• Dr Radha Iyer (Associate Supervisor)

Citation

This research employed Indigenous methodologies to examine how colonial legacies in Australian independent Christian schools influence the integration of the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority in English education. Despite national mandates, institutional and religious constraints continue to limit authentic engagement. The study introduces the Country to Curriculum framework, providing practical strategies for teachers to translate relational experiences with Country into curriculum and pedagogy. Contributing to the limited literature on Indigenous education in faith-based contexts, this work advances reconciliation and equity in English education.

LING, Christine Margaret

Thesis Title

The Australian Curriculum Meets the Reggio Emilia Approach:  A Case Study of the Practices of Leaders in Schools

Supervisors

• Associate Professor Megan Gibson (Principal Supervisor)
• Associate Professor Maryanne Theobald (Associate Supervisor)

Citation

This study investigates how school leaders apply the principles of Reggio Emilia to the Australian Curriculum in the current neoliberal-influenced education policy context. Children’s engagement and agency are impacted by how they experience the Australian Curriculum. Three focus groups with leaders, whose curriculum decisions aligned with the principles of Reggio Emilia, contributed data. The Theory of Practice Architectures analysis revealed three thematic findings. Leaders were creating shared visions. They brought their visions to life, by balancing disruption and agency with teachers. A roadmap is proposed for leading co-construction of the Australian Curriculum, enabling children’s curiosity and creativity to drive learning.

NEWTON-TURNER, Melissa Ann

Thesis Title

The Theatre as a Learning Space: How Venue-based Live Theatre Influences Generalist Primary School Teachers' Drama Pedagogy

Supervisors

• Dr Susan Chapman (Principal Supervisor)
• Associate Professor Denise Beutel (Associate Supervisor)

Citation

This ethnographic study investigates how professional theatre company venue-based live theatre and associated education resources transform the theatre into an authentic learning space for generalist primary school teachers. Analysis of findings present teachers’ and company members’ practice and the conditions before, during, and after the theatre visit, particularly effective pre-show communication, which cumulatively influenced teachers’ drama pedagogy. Conditions shaping teachers’ and company members’ individual and collective non-venue- and venue-based practice informed the development of an interactive online creative partnerships model, the Creative Partnerships Circle. The model initiates and sustains partnerships between schools and theatre companies, inclusive of live theatre.

SWANCUTT, Loren Maree

Thesis Title

Improving the Capacity of Classroom Teachers to Include Students with Complex Learning Profiles in Grade-level Academic Curriculum

Supervisors

• Professor Linda Graham (Principal Supervisor)
• Dr Callula Killingly (Associate Supervisor)

Citation

This research examined how teachers can be supported to include students with complex learning profiles in grade-level academic curriculum. It developed and evaluated the Inclusive Academic Curriculum Framework, a professional learning and curriculum planning approach designed to strengthen teachers’ capacity to enact inclusive, academically rigorous classroom practice. Working with four secondary teachers across two North Queensland schools, the study examined changes in what teachers believe, know and do when planning and teaching. The findings demonstrate that structured, curriculum-focused professional learning strengthens teachers’ planning, instruction and professional confidence, supporting more equitable access to meaningful academic learning for all students.

WILLIAMSON, Katherine Maree

Thesis Title

Rethinking Organisational Approaches to Widening Participation: Transforming notions of "New Business" to (Re) insert a Social Justice Agenda

Supervisors

• Professor Theresa Bourke (Principal Supervisor)
• Associate Professor Reece Mills (Associate Supervisor)
• Adjunct Associate Professor Deborah Henderson (External Supervisor)

Citation

This thesis examines why, despite decades of policy and funding, students from under-represented backgrounds remain less likely to access and succeed at university in Australia. Using policy analysis and case studies of two Australian universities, the research shows that widening participation is a complex “wicked problem” shaped by competing priorities, limited resources, and market pressures. The study highlights how institutional systems, workloads, and curriculum can both enable and constrain equity. It argues for a shift from short-term, reactive approaches toward mission-led, whole-of-institution strategies that embed social justice at the core of university practice

WOOD, Anne

Thesis Title

Poetry Writing a Ghost in the Queensland High-Stakes Assessment Environment

Supervisors

• Dr Kelli McGraw (Principal Supervisor)
• Adjunct Professor Sarah Holland-Batt (Associate Supervisor)
• Dr Sarah James (Associate Supervisor)

Citation

In Queensland schools, increasing focus on high-stakes assessment has made it harder for teachers to include poetry writing in their classrooms. This study shows that while some teachers avoid poetry, others find ways to support creativity, revealing how curriculum language and assessment pressures shape teaching decisions. Using interviews, curriculum analysis, and original poetry, this research explores how poetry is taught, understood, and sometimes sidelined. It highlights the need for clearer curriculum guidance and shared language for teachers to support poetry writing and offers insights into how creativity can be sustained within an accountability-driven education system.

Doctor of Philosophy

AMERY, Philippa Kate

Thesis Title

Mothering Infants in a Digital Age: Digital Dilemmas and Social Interaction

Supervisors

• Distinguished Professor Susan Danby (Principal Supervisor)
• Adjunct Professor Margot Brereton (Associate Supervisor)
• Associate Professor Maryanne Theobald (Associate Supervisor)

Citation

Mothers often use smartphones while caring for their babies, raising concerns about distraction and harm. This study found that smartphones can create social opportunities in first-time mother-infant interactions and that infants actively participate in these moments. By analysing interviews and self-recorded home videos with three mother-infant dyads, the research showed how mothers and babies engage together during phone use, produce shareable digital media, and use apps to support care. These findings challenge negative assumptions about mothers’ smartphone use and show how smartphones can be woven purposefully into mothering and family life, offering practical guidance for families and early childhood services.

BRAY, Elise Beth

Thesis Title

Flexible Learning Environments: Affordances for Autistic Students

Supervisors

• Professor Elizabeth Saggers (Principal Supervisor)
• Dr Bessie Stone (Associate Supervisor)

Citation

Flexible learning environments have inclusive potential for primary-aged Autistic students. This interdisciplinary collective case study developed evaluative tools that enabled teachers, designers and Autistic students to identify physical, spatial and pedagogical affordances of their classroom spaces. Autistic students’ reasons for personal, social, and spatial choices for their learning and wellbeing were often not known by teachers or architects. So design and practice guidelines are proposed that integrate ambient conditions, furniture selection, and spatial zoning with pedagogical practices promoting student agency and belonging—elements critical for Autistic students’ success within flexible learning environments.

BRIANT, Elizabeth Kate

Thesis Title

Parent, Student and Tutor Perspectives on Shadow Education in Australia

Supervisors

• Associate Professor Nerida Spina (Principal Supervisor)
• Professor Karen Dooley (Associate Supervisor)

Citation

Private tutoring is an increasingly normalised part of schooling. Yet, little is known about how families experience and understand it. This study investigated how tutoring is used by families in Australia to manage risk and secure advantage for their children. Based on interviews with parents, students, and tutors, this research shows how tutoring operates behind the scenes of formal schooling. While it can support individual goals, it also shifts responsibility onto families, and may deepen inequalities in an educational system that is notionally committed to fairness.

CHEN, Yingshi

Thesis Title

Peer Relationships, Academic Outcomes and Private Tutoring: A Sociological Study with Middle School Students in Guangdong, China

Supervisors

• Professor Karen Dooley (Principal Supervisor)
• Dr Rebecca English (Associate Supervisor)

Citation

This thesis is a sociological study of private tutoring in Guangdong, China. It examines how student peers shape the ways Chinese middle school students and their families engage with private tutoring and how they perceive its outcomes. Using Bourdieusian field analysis on interview data, the study finds that student peer experiences connect schooling, parenting, and tutoring, as experiences in one context often shape how students engage in another. In this way, student peers significantly influence students' educational action and achievement.

CHIMEDREGZEN, Usukhbold

Thesis Title

Teachers’ Perceptions of Neoliberal Educational Changes and Teacher Subjectivities in Postsocialist Mongolia

Supervisors

• Associate Professor Anna Hogan (Principal Supervisor)
• Adjunct Professor Gregory Thompson (Associate Supervisor)

Citation

Education reforms in Mongolia increasingly treat education as a market, in which teachers are evaluated and rewarded based on performance to improve quality. This study analysed policy documents and interviewed teachers and stakeholders across different school systems. Results show that such reforms are reshaping how teachers see their roles, increasing pressure, competition, and performance demands, while also creating new inequalities between teachers and schools. Overall, global reform ideas are not simply adopted but interact with local contexts, shaping teachers’ everyday work in complex and often unintended ways.

GARSON, Susan Arlene

Thesis Title

Making Middle Leadership Visible: Representations of Identity and Influence in Australian Independent Secondary Schools

Supervisors

• Professor Jillian Willis (Principal Supervisor)
• Dr Leanne Crosswell (Associate Supervisor)

Citation

Academic middle leaders in independent secondary schools in Queensland often do their role with no formal training. This qualitative study explored how middle leaders learn to influence others on the job and develop their identities as academic leaders. Data were gathered from 8 Queensland middle leaders through interviews and visual metaphors and theorized using Bourdieu’s sociological concepts of habitus, field and capitals. Representations of the multifaceted social capital of middle leaders led to a new definition of middle leader influence and recommendations for professional learning.

HIDELLAARACHCHI, Hemanthi Subhadra

Thesis Title

Investigating the Alignment between an English Language Academic Support Course and Students' Needs in English Medium Instruction at a Sri Lankan University

Supervisors

• Professor Hitendra Pillay (Principal Supervisor)
• Dr Mallihai Tambyah (Associate Supervisor)
• Dr Ronan Kelly (Associate Supervisor)
• Adjunct Associate Professor Margaret Kettle (External Supervisor)

Citation

This research adopts an exploratory case study to investigate the alignment between an English Language Academic Support (ELAS) course and students’ needs in English Medium Instruction at a Sri Lankan university. This research demonstrates the potential of developing an English for Academic Purposes course by embedding disciplinary knowledge to address students’ needs. Themes from teacher and student data were analysed and corroborated with the course syllabus to identify key findings on students’ views and experiences in the ELAS course. They were interpreted using constructive alignment framework advocated by Biggs and his colleagues and concepts in English as a Second Language.

JURI, Mohd Zahid Bin

Thesis Title

During and After a Crisis: Southeast Asian International Students’ Experiences of COVID-19

Supervisors

• Associate Professor Kate Thompson (Principal Supervisor)
• Associate Professor Naomi Barnes (Associate Supervisor)

Citation

In this thesis, I explored the living and learning experiences of international students from Malay-speaking Southeast Asian countries during and after the COVID-19 pandemic through the lens of learning ecology, student self, and student agency. By utilising interpretative phenomenological analysis, the findings detailed not only the students’ day-to-day life but also their agential behaviour. I further made recommendations relevant to universities and instructors for them to encourage agency among international students.

LIU, Hao

Thesis Title

How Students do Policy: Policy Enactments of Chinese Elite University Students

Supervisors

• Professor Karen Dooley (Principal Supervisor)
• Professor Martin Mills (Associate Supervisor)
• Professor Theresa Bourke (Associate Supervisor)

Citation

This thesis examines the policy discourse embedded in the Plan for Strengthening Foundational Disciplines (PSFD), a national talent development programme in China. It highlights the often-overlooked policy roles of students in the enactment of this policy. Drawing on the theoretical tools of policy enactment and the “What’s the problem represented to be” (WPR) approach, this study finds that the PSFD constructs a performativity discourse that not only expects students’ comprehensive excellence but also their emotional investment such as beliefs and interests in their studies. The study further foregrounds the importance of student voice in policy research.

PRATT, Angela

Thesis Title

Secondary Arts Teachers’ Perceptions of 21st Century Skills: Educating the Whole Person in the Service of Life

Supervisors

• Professor Jillian Willis (Principal Supervisor)
• Professor Sandra Gattenhof (Associate Supervisor)
• Dr Tricia Clark-Fookes (Associate Supervisor)

Citation

Senior secondary students need skills like creativity and collaboration to face an uncertain future. Arts teachers in Queensland secondary schools shared how they nurture these skills and other 21st century capabilities to shape confident, connected and adaptable young people in their day-to-day work. This Appreciative Inquiry used survey, interviews and an innovative creative inquiry with 73 arts teachers, to identify specific processes they believe prepare students for problem-solving, communication and personal growth. Enabling and constraining conditions are identified, alongside four possibility propositions for collaboration and advocacy to strengthen the recognition and support for these skills across schools.

SMITH, Kyle

Thesis Title

Reasonable but Not Rational: Responses to High-Stakes English Language Testing in Australian Direct Entry Programs

Supervisors

• Adjunct Professor Gregory Thompson (Principal Supervisor)
• Associate Professor Anna Hogan (Associate Supervisor)
• Dr Lynette May (External Supervisor)

Citation

This thesis is a study of language assessment practices in two university English centres in Australia. It examines how the power of large-scale corporate language tests functions in local contexts and traces the historical origins of that power back to the end of the 19th century. The thesis discusses how the power of tests is being resisted in university English centres and offers practical recommendations for institutionalising alternative approaches to assessment.

SUN, Ying

Thesis Title

Australian Early Childhood Educators’ Knowledge, Perceptions, and Teaching Strategies for Self-Determination in Autistic Students Enrolled in Inclusive Educational Settings

Supervisors

• Associate Professor Sofia Mavropoulou (Principal Supervisor)
• Professor Elizabeth Saggers (Associate Supervisor)

Citation

This thesis explored Australian early childhood educators’ knowledge, perceptions, and self-reported teaching practices related to supporting self-determination in young autistic learners in inclusive settings. Analysis of survey responses and interview transcripts showed that educators value self-determination but differ widely in how they understand and support its development in practice. The findings highlight the need for targeted professional development for early childhood teachers, and a stronger focus on fostering self-determination in young autistic learners in inclusive schools.

WALL, Rowena Zenith

Thesis Title

Investigating the Critical Literacy Practices of Australian Youth from Migrant and Refugee Backgrounds: Experiencing Storied Life in Diverse Languages

Supervisors

• Professor Theresa Bourke (Principal Supervisor)
• Dr Ronan Kelly (Associate Supervisor)
• Adjunct Associate Professor Jennifer Alford (External Supervisor)
• Dr Michelle Jeffries (External Supervisor)

Citation

This narrative inquiry investigates the critical literacy practices used by four Australian migrant and refugee-background young people when independently reading/viewing everyday texts, for their own purposes. This study demonstrates how these youths actively use an array of critical literacy practices to make sense of both traditional print-based, and digital media texts. The research challenges deficit narratives by highlighting how these young adults self-select texts, consider multiple perspectives, by drawing upon their cultural and linguistic diversity, as well as their migration pathways and educational experiences, to make meaning about texts in connection with their individual lived experiences.

Undergraduate

Bachelor of Early Childhood Education (Birth to Five)

• BIAN, Shanlin
• HANNAGAN, Madelyn Sue
• KORCSMAROS, Leticia
• LOWE, Kaela
• RODRIGUES, Laina Bree

Bachelor of Education (Early Childhood)

• BURDFIELD, Danielle Margaret
• CHEN, Dian
• DVORACSEK, Lauren Kate
• GENTLE, Danielle Leigh
• HAYES, Lydia Ann
• LAI, Yi Shiuan
• MAVIN, Amy Elizabeth
• SHARP, Natalie Rose
• STANIA, Holly Emma
• YAKHA, Sunita
• YANG, Shihuan

Bachelor of Education (Early Childhood) – with Distinction

• HURLYN, Shameen Hanna

Bachelor of Education (Primary)

• ARMSTRONG, Olivia Eme
• BROWN, Fiona Jeanette
• CHESTER, Meg Lauren Lamberton
• DARGUSCH, Bella Davina
• DRYDEN, McKenzie Grace
• GOEBEL, Dorothy Rose
• LAU KANE, Nova
• LE NGUYEN, Mi Phuong
• MCCANN, Noah Cooper
• RITCHIE, Rebecca
• THOMPSON, Ayisha Isabelle
• TRUONG, Kim Hoa
• WATSON, Matilda Mae
• WENN, Jenna Ann
• WHITEHAND, Benjamin Luke
• WHYBROW, Meryem

Bachelor of Education (Primary) – with Distinction

• BRYANT, Tayla Lee
• HARRINGTON, Ellie Claire

Bachelor of Education (Secondary)

• BYERS, Joseph Tim
• CROMPTON, Ashlyn Jenna
• DAVEY, Liam Michael
• EDMONDSTON, Jack Lachlan
• FRITH, Jack Warwick
• HALLAM, Matthew Robert
• HASSAN, Zahraa Radeyah
• HOLLYWOOD, Tayne Allen
• JACKSON, Emily Grace
• KAWAGUCHI, Mikoto Hilliard
• KRKIC, Bego
• LAI, Quanyi
• LE, Han
• MAIURI, Ashleigh
• MCLAUGHLIN, Patrick Michael
• MILUTINOVIC, Vojislav
• NGO, Van
• NOAKES, Estella Grace Terrelle
• O'MEARA, James Walter
• PETERS-GRIEVE, Sophie Ann Maria
• PHAM, Nhi Phuong
• ROGERS, Will Alexander
• SAUNDERS, Thomas James
• SHILLING, Riley
• SONNEN, Kyle
• TALES, Cameron Richard
• TAYLOR, Ryan Harrison
• WEEDEN, Amy Kirra
• WING, Olivia Kathleen
• YILMAZ, Deniz

Bachelor of Education (Secondary) – with Distinction

• COOK, Jesse William
• CROSS, Odin James
• CURTIS GEE, Halla Jasmine
• DANGERFIELD, Matthew Joseph
• GOSLING, Dana Anne
• RAMPA DOWLING, Teresa Margaret
• SCHRODER, Taylor Anne
• SHARMA, Manisha Lakshmi
• WALSH, Kimberley Bridget
• WOOD, Eva Jade

Bachelor of Educational Studies

• FU, Xingyao
• HARMIS, Luke Petrus

Bachelor of Education (Secondary)/Bachelor of Business (Accounting)

• BURNETT, Olivia Grace

Bachelor of Education (Secondary)/Bachelor of Business (Human Resource Management)

• KARALIS, Anastasia

Bachelor of Education (Secondary)/Bachelor of Business (Management)

• NASON, Keelie Jade

Bachelor of Education (Secondary) – with Distinction/Bachelor of Business (Economics)

• DE JONG, Laura Marlies

Bachelor of Education (Secondary) – with Distinction/Bachelor of Business (Finance)

• ELCOCK, Isabella Joan

Bachelor of Education (Secondary) – with Distinction/Bachelor of Business (Accounting) – with Distinction

• DI PINO, Jessica Maree

Bachelor of Education (Secondary) – with Distinction/Bachelor of Business (Economics) – with Distinction

• SUTOPO, Brielli Aurelia

Bachelor of Education (Secondary) – with Distinction/Bachelor of Business (Human Resource Management) – with Distinction

• DIEDERICKS, Katherine Rebecca
• SPARKS, Kelly-Ann

Bachelor of Education (Secondary) – with Distinction/Bachelor of Business (Management) – with Distinction

• IVES, Rebecca Jane
• READY, Grace Isabel

Bachelor of Education (Secondary)/Bachelor of Fine Arts (Creative Writing)

• GEBBELS, Lachlan
• SWAIN, Mikaela Claire
• TREMBLE, Paige Alice
• WARREN, Maeve Ann

Bachelor of Education (Secondary)/Bachelor of Fine Arts (Dance)

• CAMPBELL, Morgan Anne

Bachelor of Education (Secondary)/Bachelor of Fine Arts (Drama)

• DEACON, Erika Maria Angelina
• HYDE, Abbie Jessica
• IRVINE, Ethan Brock
• JOHNSON, Ellena Claire
• LEWIS-DRIVER, Jade Ashleigh
• LORD, Joseph Matthew
• MILNE, Alisha Jade
• NAIRN, Bethany Maree

Bachelor of Education (Secondary)/Bachelor of Fine Arts (Film, Screen and New Media)

• LONSDALE, Thomas Joseph

Bachelor of Education (Secondary)/Bachelor of Fine Arts (Music)

• DINSDALE, Briana Marie
• LOCK, Georgina Rose

Bachelor of Education (Secondary)/Bachelor of Fine Arts (Visual Arts)

• RIENKS, Ruby Joy
• TURNHAM, Taylah Lea

Bachelor of Education (Secondary)/Bachelor of Fine Arts (Creative Writing) – with Distinction

• GOODHEW, Thomas Finley

Bachelor of Education (Secondary)/Bachelor of Fine Arts (Dance) – with Distinction

• KELLY, Uma Gem

Bachelor of Education (Secondary)/Bachelor of Fine Arts (Drama) – with Distinction

• GEORGE, Katherine
• RUIZ, Fermin

Bachelor of Education (Secondary) – with Distinction/Bachelor of Fine Arts (Creative Writing) – with Distinction

• GOUGH, Indiana Sky
• KENNY, Andrew Joel
• MARTINS, Zara Ann De Souza
• NORRIS, Chloe Satine

Bachelor of Education (Secondary) – with Distinction/Bachelor of Fine Arts (Dance) – with Distinction

• BAZUIN, Lisa
• GUNN, Mackenzie Louise

Bachelor of Education (Secondary) – with Distinction/Bachelor of Fine Arts (Drama) – with Distinction

• HARGREAVES, Nicholas David
• MUIR, Jasmine May

Bachelor of Education (Secondary) – with Distinction/Bachelor of Fine Arts (Film, Screen and New Media) – with Distinction

• EVANS, Dylan Lewis

Bachelor of Education (Secondary) – with Distinction/Bachelor of Fine Arts (Music) – with Distinction

• GIBSON-O'BRIEN, Grace Angel
• GRAY, Eden

Bachelor of Education (Secondary) – with Distinction/Bachelor of Fine Arts (Visual Arts) – with Distinction

• GALLAGHER, Angelique
• KYRTSANAS, Samara Maria

Bachelor of Education (Secondary)/Bachelor of Information Technology (Information Systems)

• BENNETT, Torren

Postgraduate

Graduate Certificate in Education

• YOUNG, Erin

Graduate Certificate in Education (Autism)

• BALDWIN, Nicola Mary
• BIRCHLEY, Regina Meilane
• BROWN, Rachelle Renee
• CLARKE, Damian Latimer
• CLEMENTS, Rachel Sonya
• CROFT, Alissa Joanne
• FRANKS, Rebecca
• GRIEVE, Vickie
• HARKNESS, Kate Elizabeth
• HAWKINS, Melissa Ann
• HENNELL, Jordan Wilson
• LAI, Amelia Fong-Li
• MARINHO LAWS, Andreza
• MCLINDON, Christy Ann
• MINTERN-LANE, Deborah May
• NGUYEN, Jenny Tram Thuy
• PHILIPSON, Nicole Mary
• PROFKE, Harmony Renee
• REES, Heather Susan
• SCHIER, Roslyn
• SMITH, Claudia Samantha
• SMITH, Morgan Shirley
• STEELE, Kayla Louise
• THOMAS, Karynne Lee
• THOMSON, Kellie
• TURNER, Izack Ryan
• WARD, Amy Jacolyn
• WIDJAJA, Ellywati

Graduate Certificate in Education (Career Development and Counselling)

• AGNEW, Tamara Elizabeth
• ALBRECHT, Felicity Jane
• BALL, Andrew Thomas
• BLACK, Roslyn Maree
• BUSH, Christopher Paul
• CASEY, Kathleen Mary
• CATO, James Stephen
• CHAPLIN, Simon Thomas
• CHOK, Yun Hang
• COLE, Marlene Joy
• COMPAGNONI, Sally-Ann Dacey
• COOPER, Amilia Jane
• CORFE, Monisha Kay
• COWAN, Glen Andrew
• COX, Cindy Shirley Marie
• CRERAR, Martina Ann
• DAVISON, Elisha Ann
• DE JAGER, Lisa Renee
• DELLOW, Anna Camille
• DICKSON, Nathaniel Hugh
• EBY, Melissa Ann
• EDGAR, Susan Jane
• FAWCUS, Suzanne Elizabeth
• FLINDERS, Matthew Paul
• FLYNN, Amanda Lee
• FROST, Pamela Mary
• FRUMENCE, Marie-Christine
• GARNER, Samantha Jane
• GEE, Bethan Louise
• GLEGHORN, Dirk Patrick
• GOSPO, Julia Anna
• HAY, Debora Valerio
• HOOPER, Paul Alexander
• HORAN, Amelia Jade
• HUSTED, Brittany
• HUXLEY, Brianna Kaye
• INVERNON, Jason
• JACK, Alice MacLeod
• JAMES, Matthew Leonard
• JONG, Amelia Ka Hui
• JULIES, Jacqeulene
• KENNEALY, Amanda Jane
• KING, Kara Elizabeth
• KNOWLES, Kim Narelle
• KOPEC, Janelle Louise
• KOUPER, Madeleine Kate
• LACROIX, Gissel
• LEIVESLEY, Michele Lynette
• LEVAV, Mali
• LIEW, Suzanne Sook-Kian
• LIPWORTH, Jonathan Wolf
• LYNCH, Katie Elizabeth
• MA, Jinghua
• MALES, Jacqueline Therese
• MALIK, Muneeza
• MARTIN, Katie
• MASTERS, Sharon
• MCCARTHY, Jody Lea
• MCGANN, Desiree
• MORRIS, Vanessa Linda
• MOXEY, Lauren Victoria
• MURPHY, Cameron Austin
• MURPHY, Cassandra Lee
• NAISMITH, Crystal Emma
• NANDHA, Ishitaben
• O'SULLIVAN, Gavin Leslie
• PARRY, Emily Jade
• PARVIN, Shahnaz
• PEART, Natalie
• PERNA, Natasha
• PIASTRINO, Deanna Anita
• POPPETT, Lauren Christine
• POST, Lisa-Marie
• RADOVIC, Anita
• REEVE, Paul Anthony
• ROCHE, Nicolle Diane
• SALVAGNO, Romina Mercedes
• SAMAR, Neha
• SARGEANTSON, Wendy
• SEWELL, Joshua Chris Bramwell
• SEYMOUR-JANETZKI, Kate Kingswood
• SINGH, Rachna Romanjali
• SPEGEL, Christie Olivia
• STIBBARD, Karen Gaye
• TORRES ESQUIVEL, Edwin Giovanni
• TRAN, Huon
• VAN LIESHOUT, Shona Elisabeth
• WHITE, Julian John Paul
• WILLIAMS, Kiara Nicole
• WILLIAMSON, Linda Petrea
• WRIGHT, Katie Ruth

Graduate Certificate in Education (Early Childhood)

• HOLYOAKE, Sarah Claire
• KEYWORTH, Michelle Lee

Graduate Certificate in Education (Educational Leadership)

• HEWITT, Jason Kenneth
• KALAHE ARACHIGE, Lasantha Prasad
• KITE, Luke Jonathan
• NEWTH, Rodney Lawrence
• PENG, Monique Boriya

Graduate Certificate in Education (First Nations Education Practice)

• DENMAN, Kerry Lyn

Graduate Certificate in Education (Inclusive Education)

• CRAWFORD, Kelli Jane
• DE BAIS, Shannon Moira
• FORREST, Edwina Mary
• HARRISON, Rachael
• JARVIS, Deborah Irena
• JOSEPH, Monica Rachel
• PALMER, Kelly Lorraine
• ROGERS, Gemma Mary

Graduate Certificate in Education (Indigenous Education)

• DUNN, Justine Amber
• HENDERSON, Lisa Jane
• HERZOG, Mirjam Isabel
• HODSON, Gabrielle Marie
• JOHNSON, Jacob Paul
• MAYBANKS, Lynda Jade
• PRACY, Rebecca Louise
• WHITBURN, Amanda-Joy

Graduate Certificate in Education (Innovative Learning Design)

• ADAM, Elia Eman
• AZUL, Amando Benjamin
• BADRIAN, Mersedeh
• BAEFFEL, Sarah
• BELLATO, Rafael
• BERRY, Sally Mary Martin
• BINEK, Deborah Claire
• BOYD, William Thomas
• CARLISLE, Louisa Isobel
• CARUANA, Alicia Ann
• CHAN, Hui Hui
• CONNOR, Adam Mark
• CORPUZ, Victor Albert Francis Soto
• CRICHTON, Debra
• DORSETT, Jaymie-Marie
• EU, Andrea May Lien
• EVANS, Kellen
• FALADE, Yinka Emmanuel
• FARINOLA, Davina Renee
• FATEMI, Naziza
• FICK, Windsor Roy
• FRASER, Jodie Susan
• FRIEL, Gerard Thomas
• GOMEZ, Susana
• GORDON-SMITH, Gillian Pamela
• GRAY, Craig
• GREEN, Kate Marie
• GRIMMOND, Amanda Gai
• HEINZ, Elise
• HILL, Joanne Mary
• HUTTLEY, Tracey Anne
• JOHN, Stephanie Lee
• JOHNSON, Krystal Heather
• JOHNSON, Tamaryn
• KAPILE, Parag Ashok
• LENNOX, Jessica Rose
• LEVICK, Jessica Janice
• LISTON, Amy Louise
• LOWE, Damien Francis
• LYU, Yanyi
• MANION, Kate Josephine
• MCCABE, Laragh Anne
• MCCULLOCH, Karen Louise
• MCDONELL, Katherine Louise
• MELANSON, Nicole Chantal
• MORROW, Shane Geoffrey
• MORTENSEN, Lynn Anne
• NOONAN, Caitlin Mary
• OAKDEN, Tracy Louise
• ODEBIYI, Oluwaseun Anthonia
• O'LEARY, Melanie Jane
• O'NEILL, Jennifer Anne
• PITMAN, Lauren Cathleen
• POOLER, Jacobie Katherine
• RANSLEY, Christopher Stephen
• ROBERTS, Joanne Leigh
• RYAN, Kirsty Rebecca
• SALMON, Sally Elizabeth
• SECCOMBE, Ngaire Jane
• SHRESTHA, Ramesh
• SIDDANS, Cassandra Lee
• SMITH, Ann-Maree
• SON, Justine June
• STEADMAN, Melissa Louise
• STONE, Sarah
• TABOLKINA, Tetyana
• TARVIT, Lara
• TEMPLEMAN, Andrea Louise
• THYER, Adam
• TRAYNOR, Edwina Falloon
• TREVIZAN OLIVEIRA, Vivian
• TURNER, Catherine Mary
• VAN ZANDT, Caroline Huestis
• WALTERS, Cathleen Rose
• WEBB, Carol Ethel
• WHEWAY, Julia Anne
• WHITE, Christopher Howard
• WILSON, Heidi Jean

Graduate Certificate in Education (STEM in Education)

• BADAUI, Eaman
• JOHN, Flora Mary

Graduate Certificate in Education (TESOL)

• BAUMGARTH, Michael Karl
• BRANAGAN, Peter Joseph
• DAVIS, Byron
• DUNBAR, Rochelle Brooke
• FERNANDO, Francis Roshan
• NYABONDA, Alice Tafadzwa
• WILLIAMS, Daniel John

Graduate Certificate in Education (Trauma–Aware Education)

• CHAPMAN, Kim Lee

Graduate Diploma in Educational Studies

• HOLMES, Lewis Samuel
• LEWIS, Hannah
• MOORE, Lorna Jeanne

Undergraduate Certificate in Educational Studies

• APPO, Tehana

Master of Philosophy

• MENON, Andrew Madhavan
• ZHAO, Siyi

Master of Philosophy (Education)

• CLOSE, Melissa Deniz
• NELSON, Mariah Rhiannon