Assoc Prof Dorothy Andrews
|Position||Associate Professor (Education)|
|Section||School of Linguistics, Adult and Specialist Education|
|Phone||+61 7 4631 2346|
|Qualifications||DipEd Newcastle , BA Newcastle , MEdSt Qld , PhD Qld|
The views expressed on staff homepages may not reflect the views of the University.
Fields of Research (FoR)
Specialist Studies in Education not elsewhere classified
Curriculum and Pedagogy not elsewhere classified
School Effectiveness and School Improvement
Organisational Change and Management
Leadership in Schools
Fellow Australian Council for Educational Leaders (FACELQ)
Fellow Australian Council for Educational Leaders (FACEL)
Fellow Australian Council of Educators (FACE)
Currently teaching courses/programs
EDU8311 Concepts and Theories in Educational Management
EDU8312 Educators as leaders: Emerging perspectives
EDU8314 HR strategies for Innovation
EDU8601 Advanced Studies in Professional Practices
Director Leadership Research (LRI)
Research most recent
Lovett, S., & Andrews, D. (2011). Leadership for Learning: What it means for teachers. In Townsend, T. & MacBeath, J. (Eds.), International Handbook of Leadership for Learning Part Two. Heidelberg, London and New York: Dordrecht (pp. 719-739).
Crowther, F., Andrews, D., & Abawi, L. (2011). The Fourth C-B Dynamic: Micro-Pedagogical Deepening. In Crowther, F., & Associates, From school improvement to sustained capacity: The parallel leadership pathway (Chap. 5, pp. 87-112). Thousand Oaks, CA: Corwin.
Keeffe, M., & Andrews, D. (2011). Students’ Perspectives on Leadership: Interpretations of symbolic, social and cultural capital, Leading & Managing, 17(2), 21-35.
Research most notable
Andrews, D., & Lewis, F (2007) Transforming Practice from within: The power of the Professional Learning Communities, In Louise Stoll & Karen Seashore Louis (Eds) Professional Learning Communities: Divergence, Details and Difficulties. Maidenhead: McGraw Hill/Open University Press.
Andrews, D., & Associates. (2011). Capacity building for sustainable school improvement: An Australian research study. Saarbrucken, Germany: VDM Verlag Dr. Muller GmbH & Co. KG.
Andrews, D. and Crowther, F. (2002) Parallel leadership: A clue to the contents of the black box of school reform, International Journal of Educational Management, 16, 1, 152-159.
Andrews, D., & Crowther, F. (2003). Teaching, a Professional whose Time Has Come. In Crowther, F. (Ed). Australian College Year Book 2003: Teachers as Leaders in a Knowledge Society. Deakin West, ACT: Australian College of Educators.
Andrews, D. (2008). Working Together to Enhance School Outcomes: An Australian case study of parallel leadership, Journal of the Australian Council for Educational Leaders (Leading and Managing), 14(2)45-60.
Andrews, D. and Associates, (2004). School Revitalisation: The IDEAS Way, ACEL Monograph Series, No.34, Australian Council for Educational Leaders: Australia
Publications in ePrints
Conway, Joan M. and Andrews, Dorothy and van Jaarsveld, Leentjie and Bauman, Cheryl (2017) Cross-cultural stories of practice from school leaders. In: Cultures of educational leadership: global and intercultural perspectives. Intercultural Studies in Education. Palgrave Macmillan Ltd., London, UK, pp. 221-243. ISBN 978-1-137-58566-0
Andrews, Dorothy and Conway, Joan and Smith, Lyn (2017) Leadership of system-school alignment: leading actioning of schoolwide pedagogy (SWP) for school improvement. Project Report. University of Southern Queensland, Leadership Research International , Toowoomba, Australia. [Report]
Andrews, Dorothy and Abawi, Lindy (2017) Three-dimensional pedagogy: a new professionalism in educational contexts. Improving Schools, 20 (1). pp. 76-94. ISSN 1365-4802
Conway, Joan and Andrews, Dorothy (2016) Leading with moral purpose: teacher leadership in action. In: Leadership in diverse learning contexts. Studies in Educational Leadership (22). Springer International Publishing, Switzerland, pp. 175-200. ISBN 978-3-319-28300-5
Keeffe, Mary and Andrews, Dorothy (2015) Towards an adolescent friendly methodology: accessing the authentic through collective reflection. International Journal of Research and Method in Education, 38 (4). pp. 357-370. ISSN 1743-727X