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  • Dr Pauline Roberts

    Dr Pauline Roberts

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Dr Pauline Roberts

Senior Lecturer

Staff Member Details
Telephone: +61 8 6304 6433
Email: pauline.roberts@ecu.edu.au
Campus: Mount Lawley  
Room: ML16.221  
ORCID iD: https://orcid.org/0000-0003-1641-1624

Pauline is a Senior Lecturer in the School of Education.

Current teaching

  • ECS4261: Professional Engagement
  • ECE6170: Leading and Managing ECE
  • EPA6172: Contemporary Issues in ECE

Background

Pauline began her professional career as a teacher and director of early childhood services in NSW. As she developed experience and confidence in this area, she began teaching students at TAFE in Western Sydney.  After moving to WA, Pauline worked as a relief teacher before having children. During this time, Pauline shifted her career focus to mentoring roles through tutoring and professional experience supervision of early childhood Pre-Service Teachers for Murdoch, Curtin and Edith Cowan universities.

Through the completion of her Doctoral degree, Pauline took on coordination and teaching of units across early childhood and primary courses in a range of content areas while also working with academics across several research studies. Pauline’s Doctoral Research (EdD) focused on the development of reflection through an ePortfolio platform, which led to an investigation of blended learning environments to facilitate ongoing learning and demonstration of competencies towards registration and employment.

In beginning her role as Lecturer at ECU, Pauline initially focused on science in the early childhood environment and developing student skills in inquiry planning in the STEM disciplines while still maintaining a focus on reflective skills and competencies. Since moving into leadership roles and becoming a Senior Lecturer, Pauline has continued to focus on reflection, ePortfolios and technology but also now teaches in the Leadership area with a focus on advocacy and workforce issues impacting on the early years.

She has also engaged with research examining the impact of NAPLAN on children’s wellbeing and was honoured to be included in the consortium reviewing the Australian Approved Learning Frameworks. Most recently, Pauline has become an Associate Investigator in the Centre of Excellence for the Digital Child – an ARC funded project that will run for the next seven years.

Professional associations

  • Early Childhood Australia – Deputy Chair 2023, National Board Member 2021 - 2024. Member since 2014, WA Branch,  Secretary 2016, President 2019 - 2021
  • Australian Scholarships Group – Member of Education Advisory Group for WA / ECS since September 2016
  • Hensman Street Kindy – Board member since August 2016, Secretary 2023, Grants 2016 - 2018, Vice president 2019
  • Member of Australian Science Education Research Association (ASERA) since 2016 – Board member 2019 - 2022
  • Member of Australian Association for Research in Education (AARE) since 2015 – member of ECS SIG
  • Member of Reggio Network since 2015 – Perth Network
  • Member of Higher Education Research and Development Society of Australia (HERDSA) since 2014

Research areas and interests

  • Reflection
  • ePortfolio
  • Early Childhood Science and STEM
  • Technology in Early Childhood
  • NAPLAN perspectives
  • Documentation of learning

Qualifications

  • Doctor of Education, Murdoch University, 2014.
  • Master of Education (Practitioner Research), University of Western Sydney, 2003.
  • Certificate IV in Assessment and Workplace Training (BSZ98), Other NSW registered training organisation, 2001.
  • Bachelor of Education (Early Childhood), University of Western Sydney, 2001.
  • Bachelor of Teaching (Early Childhood), University of Wollongong, 1995.

Research Outputs

2024

Journal Articles

  • Roberts, P., Barblett, L. (2024). Young student's views of NAPLAN: Impact on wellbeing through drawn responses. Frontiers in Education, 9(Article in press), Article number 1443563. https://doi.org/10.3389/feduc.2024.1443563.

2023

Book Chapters

  • Roberts, P., Knaus, M. (2023). Play-Based Learning: Play Pedagogies for Technology Education. The Bloomsbury Handbook of Technology Education (274-287). Bloomsbury Academic. https://doi.org/10.5040/9781350238442.0029.

2021

Journal Articles

  • Roberts, P. (2021). Follow the leader: Child-led inquiries to develop science learning of young children. Journal of Childhood, Education & Society, 2(3), 303-313. https://doi.org/10.37291/2717638X.202123120.
  • Roberts, P., Barblett, L., Boylan, F., Knaus, M. (2021). Revitalising reflective practice in pre-service teacher education: developing and practicing an effective framework. Reflective Practice, 22(3), 331-344. https://doi.org/10.1080/14623943.2021.1881888.
  • Knaus, M., Kirk, G., Roberts, P., Barblett, L., Adkin, B. (2021). Improving assessment accountability in initial teacher education programs through benchmarking. Benchmarking: an international journal, 28(7), 2299-2314. https://doi.org/10.1108/BIJ-06-2020-0289.

2019

Book Chapters

Journal Articles

  • Roberts, P., Barblett, L., Robinson, K. (2019). Early years teachers' perspectives on the effects of NAPLAN on stakeholder wellbeing and the impact on early years pedagogy and curriculum. Australasian Journal of Early Childhood, 44(3), 309-320. https://doi.org/10.1177/1836939119855562.
  • Singh, K., Mildenhall, P., Roberts, P., Wren, J. (2019). Sustaining multi-partner engaged research: principles, processes and tensions. Reflective Practice, 20(4), 501-519. https://doi.org/10.1080/14623943.2019.1639497.
  • Roberts, P., Kirk, G. (2019). Introducing an ePortfolio into practicum-based units: Pre-service teachers’ perceptions of effective support. Australian Journal of Teacher Education, 44(5), 79-93. https://doi.org/10.14221/ajte.2018v44n5.5.

2018

Journal Articles

  • Roberts, P., Knaus, M. (2018). STEM in early childhood education: Using the inquiry approach to scaffold learning. New Zealand International Research in Early Childhood Education, 21(2), 71-84. https://ro.ecu.edu.au/ecuworkspost2013/4843.
  • Roberts, P. (2018). Developing reflection through an eportfolio-based learning environment: Design principles for further implementation. Technology, Pedagogy and Education, 27(3), 313-326. https://doi.org/10.1080/1475939X.2018.1447989.

2017

Book Chapters

  • Blake, E., Roberts, P. (2017). Encouraging literacy through inclusive science investigations: How a sense of wonder can cater for diversity. Inclusive Principles and Practices in Literacy Education (195-212). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620170000011.

Reports

  • Robinson, K., Roberts, P., Barblett, L., Rogers, S. (2017). NAPLAN Narratives: Impact on Student Wellbeing At Years 3, 5 And 7. Australia. Association of Independent Schools of Western Australia.

2016

Journal Articles

  • Roberts, P., Maor, D., Herrington, J. (2016). ePortfolio-based learning environments: Recommendations for effective scaffolding of reflective thinking in higher education. Educational Technology and Society, 19(4), 22-33.
  • Roberts, P. (2016). Reflection: A renewed and practical focus for an existing problem in teacher education. Australian Journal of Teacher Education, 41(7), 19-35. https://doi.org/10.14221/ajte.2016v41n7.2.

2014

Book Chapters

  • Roberts, P. (2014). An ePortfolio environment to enhance reflection in pre-service teachers: What worked, what didn’t and why?. PebblePad: Personalising the Curriculum (16-31). Pebble Books.

Conference Publications

  • Roberts, P. (2014). A framework to enhance reflection in pre-service teachers. Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (2275-2280). Association for the Advancement of Computing in Education.
  • Roberts, P. (2014). Design principles for an ePortfolio-based learning environment to enhance reflection in pre-service teachers. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (769-–774). AACE.
  • Roberts, P., Farley, H., Gregory, S. (2014). Authentic assessment of reflection in an ePortfolio: How to make reflection more ‘real’ for students. Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (441-445). ASCILITE.
  • McGrath, N., Gregory, S., Farley, H., Roberts, P. (2014). Tools of the trade: ‘Breaking the ice’ with virtual tools in online learning. Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (470-474). ASCILITE.

2013

Conference Publications

  • Roberts, P., Maor, D., Herrington, J. (2013). Scaffolding Students’ Reflection in an ePortfolio-based Learning Environment. Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (1339-1348). Association for the Advancement of Computing in Education.

2012

Conference Publications

  • Roberts, P. (2012). Researching an eLearning Environment for Developing Reflection in Pre-service Teachers: Details of Cycle 4. Proceedings of Global Learn 2012 (98-103). Association for the Advancement of Computing in Education.
  • Roberts, P., Maor, D. (2012). ePortfolios to Scaffold the Development of Reflective Practice in Bachelor of Education Students. Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (1274-1279). Association for the Advancement of Computing in Education.
  • Roberts, P., Maor, D. (2012). Implementation of the eLearning Lifecycle Model to Develop Reflection in Pre-Service Teachers. Ascilite 2012 Future Challenges Sustainable Futures: Proceedings (787-791). ascilite.

2011

Conference Publications

  • Maor, D., Roberts, P. (2011). Does the TPACK framework help to design a more engaging learning environment?. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (3498-3504). Association for the Advancement of Computing in Education.
  • Phillips, R., Maor, D., Cumming-Potvin, W., Roberts, P., Herrington, J., Preston, G., Moore, E., Perry, L. (2011). Learning analytics and study behaviour: A pilot study. Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011 (997-1007). University of Tasmania.

Research Projects

  • NAPLAN Narratives: Stakeholders’ perspectives surrounding student wellbeing (Studies 4 & 5), Association of Independent Schools of WA, AISWA - Grant, 2017 ‑ 2026, $80,000.
  • Goodstart Digital Baseline Project , Goodstart Early Learning, Grant, 2023 ‑ 2025, $86,648.
  • Emotional Literacy Mindfulness Academy Research program evaluation, ELMA EDUCATION PTY LTD, Grant, 2023 ‑ 2024, $47,086.
  • 2021 Nationally Quality Framework Approved Learning Frameworks Update, Australian Children's Education Care and Quality Authority, Grant, 2021 ‑ 2024, $96,726.
  • Student wellbeing in schools - Investigating the utility of realistic avatars for avatar-based counselling, and the student experience of NAPLAN testing, Association of Independent Schools of WA, AISWA - Grant, 2022, $20,000.
  • Fostering inquiry-based science learning through play in early childhood education, Edith Cowan University, ECU Early Career Researcher Grant - 2016, 2016 ‑ 2017, $21,600.

Research Student Supervision

Current Supervisions

Completed Supervisions

Principal Supervisor

  • Doctor of Philosophy, Investigating multigrade teaching (MGT) and learning practices in Maldives: Developing a framework for MGT
  • Master of Education, Towards an evidence-informed differentiated learning consolidation process to support classroom instruction
  • Doctor of Philosophy, An exploration into the influence of a literacy-based text messaging program on home literacy practices

Associate Supervisor

  • Master of Education, Children's knowledge, identity and right to participation in driving curriculum decision-making
  • Doctor of Philosophy, How public libraries in Western Australia seek to support the language and literacy development of children from birth to three years
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