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    • Dr Susan Main
      https://www.ecu.edu.au/__data/assets/image/0005/320495/Susan_Main.jpg
    • Dr Susan Main

      Dr Susan Main

Dr Susan Main

Senior Lecturer

Staff Member Details
Telephone: +61 8 6304 6528
Email: s.main@ecu.edu.au
Campus: Mount Lawley  
Room: ML16.123  
ORCID iD: https://orcid.org/0000-0002-5955-4222

Susan is a Senior Lecturer for the School of Education.

Professional Associations

  • 2014 - Australian Journal of Teacher Education
  • 2013 - International Journal of Whole Schooling
  • 2013 - Educational Psychology: An International Journal of Experimental Educational Psychology
  • 2012 - Australian Journal of Teacher Education
  • 2011 - Australian Association of Special Education
  • 2010 - Sexuality Education Counselling and Consultancy agency (SECCA).

Research Interests

Effective pedagogy in:

  • Literacy
  • Classroom management and challenging behaviours
  • Use of technology to support learning.

Qualifications

  • Doctor Of Philosophy, Edith Cowan University, 2014.
  • Master of Education, Edith Cowan University, 2007.
  • Bachelor of Education (Secondary - Pre-Service), Edith Cowan University, 1989.

Research Outputs

2024

Journal Articles

2023

Journal Articles

  • Slater, E., Burton, K., Main, S. (2023). Gifted and home-educated in Australia. Australasian Journal of Gifted Education, 32(2), 41-58. https://doi.org/10.21505/ajge.2023.0014.
  • Main, S., Hill, S., Paolino, A. (2023). Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability. Australian Journal of Learning Difficulties, 28(1), 73-95. https://doi.org/10.1080/19404158.2023.2210588.
  • Main, S., Byrne, M., Scott, J., Sullivan, K., Paolino, A., Slater, E., Boron, J. (2023). Primary specialisations in Australia: graduates’ perceptions of outcome and impact. The Australian Educational Researcher, 50(2), 371–390. https://doi.org/10.1007/s13384-021-00496-y.
  • Wilson, B., Main, S., O'Rourke, J., Slater, E. (2023). Needing more, needing less: unravelling why a prompt dependency cycle forms in neurodiverse relationships. Journal of Social and Personal Relationships, 40(9), 2892-2917. https://doi.org/https://doi.org/10.1177/02654075231161308.

2022

Journal Articles

  • Main, S., Slater, E. (2022). Online continuous professional learning: A model for improving reading outcomes in regional and remote schools?. Journal of Teacher Education, 73(2), 201-214. https://doi.org/10.1177/00224871211009110.
  • Kishida, Y., Main, S., Carter, M., Kemp, C., Campbell, A. (2022). Preservice teachers’ accuracy in measuring child engagement using a digitised momentary time sampling measure. Learning and Motivation, 80(November 2022), Article number 101839. https://doi.org/10.1016/j.lmot.2022.101839.

2021

Journal Articles

  • Pogorzelski, S., Main, S., Hill, S. (2021). A survey of Western Australian teachers’ use of texts in supporting beginning readers. Issues in Educational Research, 31(1), 204-223. https://ro.ecu.edu.au/ecuworkspost2013/10171.
  • O'Rourke, J., Main, S., Gray, C., Lovering, C. (2021). Observations of children with disability during arts-based multisensory story and rhyme activities: Is it all just chimes and perfumes?. Australasian Journal of Special and Inclusive Education, 45(2), 237-251. https://doi.org/10.1017/jsi.2021.8.

2020

Journal Articles

  • Main, S., Konza, D., Hackling, M., Lock, G. (2020). Professional learning in reading instruction: The influence of context on engagement and enactment. Australian Journal of Teacher Education, 45(6), 76-94. https://doi.org/10.14221/ajte.2020v45n6.5.
  • Luo, M., Main, S., Lock, G., Joshi, RM., Zhong, C. (2020). Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China. Dyslexia: an international journal of research and practice, 26(3), 266-285. https://doi.org/10.1002/dys.1630.
  • Slater, E., Main, S. (2020). A measure of classroom management: validation of a pre-service teacher self-efficacy scale. Journal of Education for Teaching, 46(5), 616-630. https://doi.org/10.1080/02607476.2020.1770579.
  • Main, S., Backhouse, M., Jackson, R., Hill, S. (2020). Mitigating reading failure in adolescents: Outcomes of a Direct Instruction reading program in one secondary school. Australian Journal of Language and Literacy, 43(2), 152-166. https://ro.ecu.edu.au/ecuworkspost2013/8457.

2017

Book Chapters

  • Main, S., Konza, D. (2017). Inclusive reading practices for Aboriginal and/or Torres Strait Islander students in Australia. Inclusive principles and practices in literacy education (177-194). Emerald Group Publishing Limited.
  • Strampel, K., Sibson, R., Main, S. (2017). Professional Development to Support the Embedding of ePortfolios in Higher Education Programs. ePortfolios in Australian Universities (33-46). Springer. https://doi.org/10.1007/978-981-10-1732-2_3.

Journal Articles

  • O'Rourke, J., Main, S., Hill, S. (2017). Commercially available digital game technology in the classroom: Improving automaticity in mental-maths in primary-aged students. Australian Journal of Teacher Education, 42(10), 50-70. https://doi.org/10.14221/ajte.2017v42n10.4.

2016

Journal Articles

  • Main, S., O'Rourke, J., Morris, J., Dunjey, H. (2016). Focus on the journey, not the destination: Digital games and students with disability. Issues in Educational Research, 26(2), 315-331.
  • Main, S., Chambers, DJ., Sarah, P. (2016). Supporting the transition to inclusive education: Teachers’ attitudes to inclusion in the Seychelles. International Journal of Inclusive Education, 20(12), 1270-1285. https://doi.org/10.1080/13603116.2016.1168873.

2015

Book Chapters

  • Main, S. (2015). Reflective practitioners: Teachers and support staff reflecting together. Working with teaching assistants and other support staff for inclusive education (263-287). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620150000004013.

Journal Articles

  • Konza, D., Main, S. (2015). The Power of Pedagogy: When all else fails. The International Journal of Learning: Annual Review, 22(2015), 9-29.

2014

Journal Articles

  • O'Rourke, J., Main, S., Cooper, M. (2014). Student Perceptions Of Online Interactive Versus Traditional Lectures; Or How I Managed Not To Fall Asleep With My Eyes Open. Journal of Online Learning and Teaching, 10(3), 405-419.
  • Budgen, F., Main, S., Callcott, D., Hamlett, B. (2014). The First Year at University: Giving Social Capital a Sporting Chance. Australian Journal of Teacher Education, 39(7), 157-172. https://doi.org/10.14221/ajte.2014v39n7.7.

2013

Journal Articles

  • O'Rourke, J., Main, S., Ellis, M. (2013). It doesn’t seem like work, it seems like good fun’: perceptions of primary students on the use of Handheld Game Consoles in mathematics classes. Technology, Pedagogy and Education, 22(1), 103-120. https://doi.org/10.1080/1475939X.2012.733537.
  • O'Rourke, J., Main, S., Ellis, M. (2013). So the kids are busy, what now? Teacher perceptions of the use of hand-held game consoles in West Australian primary classrooms. Australasian Journal of Educational Technology, 29(5), 735-747.

2011

Journal Articles

  • Main, S., O'Rourke, J. (2011). New directions for traditional lesson: Can handheld game consoles enhance mental mathematics skills?. Australian Journal of Teacher Education, 36(2), 43-55. https://doi.org/10.14221/ajte.2011v36n2.4.

2009

Conference Publications

  • Main, S., O'Rourke, J. (2009). ‘Yay it’s Maths!’ Using hand-held game consoles in a Primary classroom.. Live it! Love it! Learn it! Curriculum Conference 2009 (9p.). Catholic Education Office.

2008

Journal Articles

  • Main, S., Hammond, L. (2008). Best Practice or most practiced? Pre-service teachers' beliefs about effective behaviour management strategies and reported self-efficacy. Australian Journal of Teacher Education, 33(4), 28-39.
  • O'Rourke, J., Main, S., Cooper, M. (2008). Secondary V K-7: Pre-Service Teachers’ attitudes Towards Inclusion. The International Journal of Learning, 15(7), 97-104.

Research Projects

  • Supporting inclusive practice for pre-service teachers on rural and remote practicums through coaching and online resources., Australian Association of Special Education, AASE Research Award, 2024 ‑ 2026, $13,636.
  • Foodbank WA School Breakfast Program Social Return on Investment, Foodbank, Grant, 2023 ‑ 2024, $9,119.
  • Collaborative networks: Improving literacy outcomes in regional and remote schools, Edith Cowan University, ECU Industry Collaboration Grant - 2018, 2018 ‑ 2019, $20,740.
  • Arts-based pedagogy: Engaging children with additional needs through multi-sensory storytelling, Sensorium Theatre Inc, Sensorium Theatre Inc - Grant, 2017 ‑ 2018, $10,000.
  • Kiara Literacy Development Project – Phase 2, Kiara College, Grant, 2016 ‑ 2018, $34,914.
  • Thornlie Cluster Literacy Development, Yale Primary School, Yale Primary School - Grant, 2016 ‑ 2017, $48,000.
  • Re-development and trial of Kimberley Literacy Profiles, Muludja Remote Community School, Muludja Remote Community School - Grant, 2016 ‑ 2017, $55,793.
  • Kimberley PALL Plus, Muludja Remote Community School, Muludja Remote Community School - Grant, 2014 ‑ 2017, $178,121.
  • Kiara Literacy Development Project, Edith Cowan University, ECU Industry Collaboration Scheme - 2016 Open Round, 2016 ‑ 2017, $41,704.
  • Clarkson Cluster Collaboration: A framework of literacy intervention for at-risk Year 2 students in five schools, Edith Cowan University, ECU Industry Collaboration - Grant, 2010 ‑ 2011, $79,837.

Research Student Supervision

Current Supervisions

Principal Supervisor

  • Doctor of Philosophy, Teachers’ Approaches to Spelling Instruction for Years 3 - 6 in Western Australian Schools
  • Doctor of Philosophy, Internet-based Cognitive Behaviour Therapy (iCBT) and Social Anxiety Support for Preservice Teachers in a University Setting
  • Doctor of Philosophy, The experience of primary carers of gifted children with dyslexia in identifying their chile's twice exceptionalities

Associate Supervisor

  • Doctor of Philosophy, Exploring the lived experience of Developmental Neurological Differences (DND): Perspectives of former students and Western Australian teachers.
  • Doctor of Philosophy, Early Primary Teachers’ Understanding of Sight Words: A Picture Paints a Thousand Words but a Word is Not a Picture
  • Doctor of Philosophy, Self-regulated Strategy Development (SRSD) in Timed Writing Tasks for Primary Learners
  • Doctor of Philosophy, Autistic student voice in reasonable adjustments

Completed Supervisions

Principal Supervisor

  • Master of Education, Teachers’ perspectives on digital access and factors impacting student ICT capability: Equity in national online assessments (NAPLAN) in Australia
  • Doctor of Philosophy, Investigating communicative dissonance within relationships of adults with asperger's syndrome (asd level 1)
  • Doctor of Philosophy, Exploring Chinese English-as-a-foreign-language teachers' beliefs about effective teaching of English reading in primary schools in zhejiang Province of China and the effects of these beliefs on the teachers' instructional practices
  • Doctor of Philosophy, The impact of literacy on Aboriginal people who experience the criminal justice system.
  • Doctor of Philosophy, The role of text type in the reading development of beginning readers with English as an additional language

Associate Supervisor

  • Doctor of Philosophy, Higher education access and participation for persons with disability in Ghanaian public universities
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