Dr Anne Price
B.A. , Dip. Ed. , M.Ed.(Hons) , Ed.D.

Senior Lecturer Curriculum and Professional Issues for Teachers

About me

I am a Senior Lecturer in Curriculum Development for Practitioners and Professional Issues for Teachers. I also teach Humanities and Social Sciences curriculum.

I am currently researching the global development of the Teacher Professional Standards movement and the implications this has for Pre Service Teacher Education and Teachers’ Work, Pay and Conditions.

I am part of an international collective researching the reasons for and impact of the phenomenon of  Teaching Out of Field (TOOF) on teacher’s work, student learning and the broader educational milieux. https://www.uni-due.de/TAS/

I have also worked and written extensively in the field of Aboriginal and Torres Strait Islander education with a particular focus on the work of Aboriginal and Torres Strait Islander Education Workers within schools.

I have been the successful recipient of a Category One Australian Government Office of Learning and Teaching (OLT) Grants concerning Teacher Resilience and have published widely in this field.

I also have broad knowledge in the field of curriculum theory and practice across a range of disciplines including Tourism Education.

 

Teaching area

Currently I am the Unit Coordinator for Teaching Humanities and Social Sciences in Secondary Schools.

Teaching Humanities and Social Sciences in Secondary Schools

These units are for Initial teacher education students in the Bachelor of Education, Graduate Diploma or Masters of Teaching courses. The units combine theory and practice in the teaching of the HASS subject area for secondary students.

Research areas

I have a range of research interests but my research is informed by:

  • Critical Education Policy Studies
  • Labour Process Theories
  • Critical Curriculum Theories
  • Indigenous research theories and methodologies
My major focus for my research is Teachers’ Work and the ways in which teachers and their work are shaped by and indeed shape education policy turns.  These include:
  •  Teacher Professional Standards, 
  • Teaching Out of Field, 
  • Teach for All programmes
  • Teacher Resilience.
I am currently researching the global development of the Teacher Professional Standards movement and the implications this has for Pre Service Teacher Education and Teachers’ Work, Pay and Conditions.

I am part of an international collective researching the reasons for and impact of the phenomenon of  Teaching Out of Field (TOOF) on teacher’s work, student learning and the broader educational milieux. https://www.uni-due.de/TAS/

I have also worked and written extensively in the field of Aboriginal and Torres Strait Islander education with a particular focus on the work of Aboriginal and Torres Strait Islander Education Workers within schools.

I have been the successful recipient of a Category One Australian Government Office of Learning and Teaching (OLT) Grants concerning Teacher Resilience and have published widely in this field.

I also have broad knowledge in the field of curriculum theory and practice across a range of disciplines including Tourism Education.

 

 

Current projects

Improving Educational Opportunities for Aboriginal Education Workers through Technology Based Pedagogy (OLT $220,000).

  • I am co Investigator on the OLT funded research grant. The project uses Design Based Research methodologies to develop an understanding of the potential educational roles for AEWs that are enabled by mobile and e/Learning technologies. The project also aims to develop a module for Pre Service Teachers working with AEWs

Keeping Cool: Building Teacher Resilience (ALTC $217,000) – completed

  • I was co chief Investigator for this ALTC funded project from 2009 to 2011. The project investigated ways in which teacher resilience may be used to address alarmingly high rates of Early Career Teacher attrition. Key outcomes from the project were a comprehensive literature review, a website and Facebook page, several international peer reviewed papers and a White Paper to inform curriculum change within Initial Teacher Education programmes.
The Pilbarra Aboriginal Health Education and Needs Analysis (Gumula Aboriginal Corporation and Rio Tinto $ (220,000) – completed
  • I was a co investigator for this research project which is jointly funded by the Gumula Aboriginal Corporation and Rio Tinto.  The project involves a review of the literature regarding Indigenous health and educational needs and services in the Pilbarra region of WA, as well as extensive surveys and interviews with Gumula members and key stakeholders. The aim of the project is to provide broad and practical recommendations to improve the provision of health and education services for Aboriginal communities in this region.

Awards and grants

Research Grants

Ms E.Jackson-Barrett, Dr A.Price, Prof. J.Herrington, G.Gower (2014-2015) Office of Learning and Teaching (OLT) $220,000. Improving educational opportunities for Aboriginal  Education Workers through technology based pedagogy

Dr B. Walker, Dr A. Price, Ms E. Jackson-Barrett and N. Stomski (2012) a health and education needs analysis of Gumula Aboriginal Corporation members. GAC and Rio Tinto $200,000 (approx)

Dr A. Price, and Dr C. Mansfield.  (2009-2011). Australian Learning and Teaching Council (ALTC) PP9-1370 ‘Keeping cool: embedding resiliency in the initial teacher education curriculum’. $217,000.

 Dr Anne Price and  Ms Elizabeth Jackson-Barrett.  (2009 – 2010). Condensed Early Childhood Education Program (Stage One). Department of Education and Training WA  $90,000  WA Government Tender

Dr Anne Price and Ms Elizabeth Jackson-Barrett. (2009).   North West Early Childhood and Primary Teacher Workforce Development Strategy: Stage Two. Department of Education, Employment and Workplace Relations. $30,000  DEEWR Tender

 

Professional and community service

Member

Community

NTEU – National Executive

Australia New Zealand History of Education Society (ANZHES)

Australian Curriculum Studies Association (ACSA)

History Teachers Association WA (HTAWA)

University

National Tertiary Education Union (NTEU)  -  President

Academic Council – Elected School of Education Representative

Vice Chancellors’  Staff Consultative Group (SCG) – NTEU Representative

School of Education Research Committee

 

Doctoral and masters supervisions

I currently supervise HDR students researching the areas of:

  • An historical analysis of women Principals in WA
  • Classroom Management Strategies
  • A Systems Thinking approach to Australian curriculum design
  • Critical, spiritual and sustainable tourism pedagogy.
  • A Systems Thinking Approach to the Australian Curriculum
  • ‘On Country” Learning
  • Critiquing the Australian History Curriculum
  • Professional Development for teachers in International Schools

I have successfully supervised HDR students in the areas of:

  • Tourism education in TAFE and Universities
  • Critical analysis of the Australian Curriculum – History
  • Malaysian rural parents views on small schools
  • Teaching Aboriginal Studies in WA schools
  • Teacher experiences of Professional Learning in WA schools
  • Teaching in international schools

Publications

Journals

  • Abu Bakar, B., Lee, D., Price, A., (2017), Transcending towards a spirituality-based platform in tourism higher education: A contemplation of the pedagogical implications, Journal of Hospitality, Leisure, Sports & Tourism Education, 21, Part B, November 2017, pages 174 - 184.
  • Price, A., (2017), An Overview of the Phenomenon of Teaching Out of Field, Unterrichtswissenschaft, 45, , pages 102 - 113.
  • Price, A., Jackson-Barrett, E., Gower, G., Herrington, J., (2017), Understanding the Complex Work of Aboriginal Education Workers in Schools, The Australian Journal of Indigenous Education, Published online, , pages 1 - 13.
  • Egeberg, H., McConney, A., Price, A., (2016), Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice, Australian Journal of Teacher Education (Online), 41, 7, pages 1 - 19.
  • Jackson-Barrett, E., Price, A., Stomski, N., Walker, B., (2015), Grounded in country: Perspectives on working within, alongside and for Aboriginal communities, Issues in Educational Research (Print), 25, 1, pages 36 - 49.
  • Walker, B., Stomski, N., Price, A., Jackson-Barrett, E., (2014), Perspectives of Indigenous people in the Pilbara aboutthe delivery of healthcare services, Australian Health Review, 38, 1, pages 93 - 98.
  • Mansfield, C., Beltman, S., Price, A., (2014), 'I'm coming back again!' The resilience process of early career teachers, Teachers and Teaching: theory and practice, 20, 5, pages 547 - 567.
  • Price, A., McConney, A., (2013), Is Teach for All knocking on your door?, Journal of Pedagogy, 4, 1, pages 98 - 110.
  • Walker, B., Stomski, N., Price, A., Jackson-Barrett, E., (2013), Health professionals' views on Indigenous health and the delivery of healthcare services in the Pilbara, Australian Health Review, 37, 4, pages 431 - 436.
  • Mansfield, C., Beltman, S., Price, A., McConney, A., (2012), "Don't sweat the small stuff": Understanding teacher resilience at the chalkface, Teaching and Teacher Education, 28, 3, pages 357 - 367.
  • Thompson, G., Price, A., (2012), Performance pay for Australian teachers: A critical policy historiography, The Social Educator, 30, 2, pages 3 - 12.
  • Price, A., Mansfield, C., McConney, A., (2012), Considering 'teacher resilience' from critical discourse and labour process theory perspectives, British Journal of Sociology of Education, 33, 1, pages 81 - 95.
  • Beltman, S., Mansfield, C., Price, A., (2011), Thriving not just surviving: A review of research on teacher resilience, Educational Research Review, 6, 3, pages 185 - 207.
  • Pearce, J., Down, B., Aveling, N., Price, A., (2009), 'Critically' reinvigorating teacher education: Issues and dilemmas, New Community Quarterly, 7, 4, pages 6 - 8.
  • Price, A., (2009), Rearranging pigeonholes: Interrupting the ethnic hierarchy of a school's workforce, Asia Pacific Journal of Education, 29, 1, pages 61 - 73.
  • Price, A., Jackson-Barrett, E., (2009), Developing an Early Childhood Teacher Workforce Development Strategy for Rural and Remote Communities, Australian Journal of Teacher Education, 34, 6, pages 41 - 51.
  • McConney, A., Price, A., (2009), Teaching Out-of-Field in Western Australia, Australian Journal of Teacher Education, 34, 6, pages 86 - 100.

 Unpublished Conference Papers

Thompson, G. & Price. A. (2011).  Performance Pay for Teachers: Back on the Agenda. AARE Conference Hobart

Beltman, S., Glass, C., Jackson-Barrett, L., Kuzich, S., Price, A. & Thompson, G. (2011). Writing in Community: Academics supporting academic writing.  AARE Conference, Hobart.

Mansfield, C., Beltman, S. & Price. A. (2011) Don’t sweat the small stuff. AARE Hobart Conference

Price, A.  (2011).  Roll over or resist: teacher resilience. 18th International conference on learning. Mauritius

Reports

Walker, B., Price, A., Jackson-Barrett, E. & Stomski,N. (2012). A health and education needs analysis of Gumula Aboriginal Corporation members. (Report prepared for Gumula Aboriginal Corporation and Rio Tinto)

McConney, A., Price, A., & Woods-McConney, A. (2012). Fast track teacher education: A review of the research literature on Teach For All schemes. Perth: Murdoch University, Centre for Learning, Change and Development. ISBN 978-0-9876543-1-1 http://www.ppta.org.nz/index.php/resources/publication-list/2142-fast-track-teach-2012-litrev (Report commissioned by the New Zealand Post-Primary Teachers’ Association (PPTA) Te Wehengarua.)

McConney, A and Price, A., (2009).  An assessment of the phenomenon of “Teaching-out-of-Field” in WA schools. (Report prepared under contract to Western Australian College of Teaching.)

Book Reviews

Anne Price (2011) “Girls Becoming Teachers. An Historical Analysis of Western Australian Women Teachers, 1911-1940”, History of Education Review, Vol 40 Iss:2, pp. 193-195.   (Book Review)