Dr Tony Loughland

Senior Lecturer
PhD UTS Sydney
School of Education

Contact

9385 8390
Room 135, Goodsell Building
Kensington Campus
Fields: Teacher Education and Professional Development of Educators
Tags: Teacher and Instructor Development

Research

Tony Loughland is a Senior Lecturer in the School of Education at the University of New South Wales. Prior to this appointment he was the Director of Professional Experience in the Faculty of Education and Social Work at the University of Sydney. He is currently working on a classroom observation instrument focused on teacher adaptive practices that take advantage of opportunities within lessons to promote creative and critical thinking in students.

Publications

    Book Chapters

    • Nguyen HT M;Loughland T, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Ambrosetti A; Capeness R; Kriewaldt J; Rossison D (ed.), Educating teachers: Innovative perspectives in professional experience, Springer, Singapore:
    • Loughland T, 2009, 'Enhancing Communication with Effective Resources', in Ewing R; Lowrie T; Higgs J (ed.), Teaching and Communicating. Rethinking Professional Experiences, Oxford University Press, Melbourne
    • Walker K;Loughland T, 1998, 'Is this an Instruction Manual? An Introduction to Social Theory', in Sociology of Education, Possibilities and Practices, pp. 3 - 14

    Journal articles

    • Nguyen TM H;Loughland T, 2017, 'Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: A case study in Australia', Teaching Education
    • Ellis NJ;Loughland T, 2017, '‘Where to next?’ Examining feedback received by teacher education students', Issues in Educational Research, vol. 27, pp. 51 - 63
    • Loughland T;Ellis NJ, 2016, 'A common language? the use of teaching standards in the assessment of professional experience: Teacher education students' perceptions', Australian Journal of Teacher Education, vol. 41, pp. 56 - 69, http://dx.doi.org/10.14221/ajte.2016v41n7.4
    • Loughland T;Vlies P, 2016, 'The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice', The Educational and Developmental Psychologist, vol. 33, pp. 163 - 177, http://dx.doi.org/10.1017/edp.2016.18
    • Loughland T;Nguyen HT M, 2016, 'Using the instructional core to implement a professional learning programme for primary science teachers in Australia: teacher learning and student skill outcomes', Teacher Development, vol. 20, pp. 498 - 520, http://dx.doi.org/10.1080/13664530.2016.1164748
    • Ellis NJ;Loughland T, 2016, 'The challenges of practitioner research: A comparative study of Singapore and NSW', Australian Journal of Teacher Education, vol. 41, pp. 122 - 136, http://dx.doi.org/10.14221/ajte.2016v41n2.8
    • Loughland T;Thompson G, 2016, 'The problem of simplification: think-tanks, recipes, equity and ‘Turning around low-performing schools’', Australian Educational Researcher, http://dx.doi.org/10.1007/s13384-015-0190-3
    • Ginns P;Loughland A;Tierney RJ;Fryer L;Amazan R;McCormick A, 2015, 'Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context', Higher Education Research & Development, vol. 34, pp. 311 - 323, http://dx.doi.org/10.1080/07294360.2014.956701
    • Loughland T;Kilpatrick L, 2015, 'Formative assessment in primary science', Education 3-13, vol. 43, pp. 128 - 141, http://dx.doi.org/10.1080/03004279.2013.767850
    • Loughland T;Sriprakash A, 2014, 'Bernstein revisited: the recontextualisation of equity in contemporary Australian school education', British Journal of Sociology of Education, pp. 1 - 18, http://dx.doi.org/10.1080/01425692.2014.916604
    • Loughland T;Bowen M, 2012, 'Action research built on uncertain foundations: the internship and action-research in a graduate teaching degree', McGill Journal of Education, vol. 47, pp. 345 - 358
    • Loughland T, 2012, 'Teacher Professional Learning in Pursuit of the Common Good: A Discussion of the Role of Demonstration Schools in Teacher Education', McGill Journal of Education, vol. 47, pp. 53 - 68, http://mje.mcgill.ca/index.php/MJE/article/view/8845
    • Kilpatrick L;Loughland T, 2012, 'Looking for the Interactive in IWBs: critical literacy and pedagogical interactivity in a year one classroom', Scan, vol. 31, http://scan.nsw.edu.au/
    • Walker K;Loughland T, 2003, 'The socio-cultural influences on environmental understandings of Australian school students: a response to Rickinson', Environmental education research, vol. 9, pp. 227 - 239
    • Loughland T;Meyenn B, 2003, 'Information technology across the teacher education curriculum: more claims than evidence [Paper in: Transformations in Education: Innovations in Teacher Education, Horsley, Mike and Groundwater-Smith', Change (Sydney, NSW), vol. 6, pp. 102
    • Loughland T;Reid A;Walker KI M;Petocz P, 2003, 'Factors Influencing Young People's Conceptions of Environment', Environmental Education Research, vol. 9, pp. 3 - 19, http://dx.doi.org/10.1080/13504620303471
    • Loughland T;Reid A;Petocz P, 2002, 'Young people's conceptions of environment: A phenomenographic analysis', Environmental Education Research, vol. 8, pp. 187 - 197
    • Walker K;Loughland T;Brady L;Petocz P;Reid A, 2001, 'What do children think about the environment and where do their ideas come from? A study of the socio-cultural influences on environmental understandings of Australian schoolchildren', American Educational Research Association Annual Conference, Seattle, April

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