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Dr Elizabeth Curtis

Dr Elizabeth Curtis
Name Elizabeth Curtis
Position Senior Lecturer (Education)
Section School of Education
Office G427
Location Toowoomba Campus
Phone +61 7 4631 2699
Extension 2699
Email
Qualifications BA Qld , GDipEd ACU , PhD QUT

Research interests
Initial teacher education, professional experience, philosophy for children, values education, mentoring beginning teachers

Currently teaching courses/programs
EHE1100 English Curriculum & Pedagogy in Early Primary
EDU8400 Mentoring & Coaching
EDM8013 Literacy & Numeracy Across the Curriculum

Teaching experience(Tertiary)
13 Years

Teaching experience(Other)
12 Years

Administrative responsibilities
Programme Director Bachelor of Education

Research most recent
Curtis, E., Martin, R., Broadley, T. (2019). Reviewing the purpose of professional experience: A case study in initial teacher education reform. Teaching and Teacher Education, 83(1), 77-86. DOI: 10.1016/j.tate.2019.03.017.

Broadley, T., Martin, R., Curtis, E. (2019). Rethinking Professional Experience through a Learning Community Model: A Culture Change. Frontiers in Education, 4:22. DOI: 10.3389/feduc.2019.00022.

Willis, J., Churchward, P., Beutel, D., Spooner-Lane, R., Crosswell, L. & Curtis, E. (2018). Mentors for beginning teachers as middle leaders: The messy work of recontextualising. School Leadership and Management. DOI: 10.1080/136324434.2018.1555701.


Research most notable
Curtis, E., Martin, R., Broadley, T. (2019). Reviewing the purpose of professional experience: A case study in initial teacher education reform. Teaching and Teacher Education, 83(1), 77-86. DOI: 10.1016/j.tate.2019.03.017.

Curtis, E. (2010). Embedding ‘Philosophy in the Classroom’ in pre-service teacher education. In R. Toomey, T. Lovat, N. Clement and K. Dally, Teacher Education and Values Pedagogy: A Student Wellbeing Approach (pp. 108-120). Terrigal, NSW: David Barlow Publishing.

Lunn Brownlee, J., Curtis, E., Spooner-Lane, R. & Feucht, F. (2015). Understanding children’s epistemic beliefs in elementary education. Education 3-13: International Journal of Primary, Elementary and Early Years Education. DOI: 10.1080/03004279.2015.1069369

Brownlee, J., Curtis, E., Davey Chesters, S., Cobb-Moore, C., Spooner-Lane, R., Whiteford, C. and Tait, G. (2014). Pre-service teachers’ epistemic perspectives about philosophy in the classroom: It is not a bunch of “hippie stuff”. Teachers and Teaching: Theory and Practice, 20(2), 170-188. doi: 10.1080/13540602.2013.848565


Publications in ePrints

Willis, Jill and Churchward, Peter and Beutel, Denise and Spooner-Lane, Rebecca and Curtis, Elizabeth (2019) Mentors for beginning teachers as middle leaders: the messy work of reconextualising. School Leadership and Management, 39 (3-4). pp. 334-351. ISSN 1363-2434

Broadley, Tania and Martin, Romana and Curtis, Elizabeth (2019) Rethinking professional experience through a learning community model: toward a culture change. Frontiers in Education, 4:22.

Curtis, Elizabeth and Martin, Romana and Broadley, Tania (2019) Reviewing the purpose of professional experience: a case study in initial teacher education reform. Teaching and Teacher Education, 83 (1). pp. 77-86. ISSN 0742-051X

Beutel, Denise and Crosswell, Leanne and Willis, Jill and Spooner-Lane, Rebecca and Curtis, Elizabeth and Churchward, Peter (2017) Preparing teachers to mentor beginning teachers: an Australian case study. International Journal of Mentoring and Coaching in Education, 6 (3). pp. 164-177. ISSN 2046-6854

Lunn Brownlee, Jo and Curtis, Elizabeth and Spooner-Lane, Rebecca and Feucht, Florian (2017) Understanding children's epistemic beliefs in elementary education. Education 3-13: The Professional Journal for Primary Education, 45 (2). pp. 191-208. ISSN 0300-4279

View full listing in ePrints