Comparative and International Education for Development
The Comparative and International Education for Development research group specialises in the use of data in large-scale comparative research that directly informs quality development of the school system as a whole, rather than on the more common approach of studying schools, classrooms and individual teaching practice.
This is complemented by research on international education leadership and communities of practice.
Centenary Professor Moosung Lee
Moosung's research interests include educational leadership & administration (K-12), social contexts of education, and comparative education. Specifically, he has researched school improvement with a focus on teachers’ professional learning communities and principals’ leadership practices.
Click to view Professor Lee's Research Profilehttps://researchprofiles.canberra.edu.au/en/persons/moo-sung-lee
Professor Peter Bodycott
Peter's current research interests aim to understand further the social psychological impact of international comparative education and domestic education, policy and practices on individuals, groups and communities.
Click to view Professor Bodycott's Research Profilehttps://researchprofiles.canberra.edu.au/en/persons/peter-bodycott
Professor Ting Wang
Ting's research focuses on educational leadership development in cross cultural settings, professional learning communities and teacher professional development, international and transnational education.
Click to view Professor Wang's Research Profilehttps://researchprofiles.canberra.edu.au/en/persons/ting-wang
Dr Bernard Brown
Bernard's research focuses on education leadership and policy, with his PhD focused on digital technologies policies designed for Australian schools and the ethical implications of these policies.
Click to view Dr Brown's Staff Profile
TQI Research Evaluation Project: Modular 2.0 model evaluation
Project Team: Dr Bernard Brown and Dr Rohan Nethsinghe
The research will examine if the ACT TQI Modular model 2.0 makes teacher certification more achievable, while maintaining the rigour and credibility of the full portfolio proposal. In doing this the project also aims to increase knowledge and understanding about the way in which certification processes can be made more accessible attainable and meaningful for teachers. Along with the principal aim there are a number of other aims which this evaluation project will endeavour to achieve utilising the information form the data findings.
The objectives of this research project are to evaluate the effectiveness of the Certification 2.0 Modular Model (CMM 2.0) offered by the ACT Teacher Quality Institute (TQI) and explore if it meets its intended objectives. It is also expected to identify limitations and weaknesses including areas for enhancement in the modular model. The Content, Input, Process, Product (CIPP) Evaluation Model (Stuffelenbeam, 1966; 1972) designed to systematically collect information about a program and its content delivery (to identify strengths and limitations) will be used as the theoretical framework for this research. The research will also seek to understand the views of those who participated in the previous form of certification known as the full portfolio model which finished at the end of 2019 and use this data to conduct some comparative analysis between the full portfolio outcomes and experience and the 2.0 Modular Model.
2017-2020: Professor Moosung Lee received $28 1116 from the Academy of Korean studies for the project The Untold Story of Educational Mobility of Students from Multicultural Families in South Korea
2016: Professor Moosung Lee received $35 000 for the Education Research Conference Program of the American Educational Research Association (AERA) Cross-National Exploration of Principals' Time Use: Patterns, Causes, and Effects
2016-2020: Professor Peter Bodycott received $297,000 of competitive New Colombo Plan Funding for three years to support the international mobility of undergraduate teacher education students; an educational and cultural immersion program in the Peoples' Republic of China.
2013-2016: Professor Peter Bodycott received $531,750 for the project A longitudinal study of the psychological and sociocultural adjustment and intercultural communication of international and domestic students.
Co-Investigators: Anita Mak (Uni of Canberra, Aust); Anne Porter (Uni of Wollongong, Aust); Yu Baohua (EDUHK)