Neville Ellis

Lecturer in Education
Honorary Lecturer

Neville John Ellis is a Lecturer in the School of Education at the University of New South Wales in Sydney. His PhD was a comparative case study which focussed on teacher professional learning and practitioner research, investigating how practices are pre-figured and hence remodelled in different contexts. His research interests centre around teacher development, professional learning, practitioner research and comparative studies. He has previously worked at Sydney University as a sessional academic and the University of Western Sydney as a key member of the Academic Year Optimisation project. In addition to working in various schools in NSW, he also spent considerable time in Singapore where he worked as a Senior Education Officer for the Ministry of Education. His experience as an academic, teacher and in school management in different settings in Australia and South-east Asia means he possesses a deep, first-hand knowledge of different education systems and is strong in all three areas of teaching, research and administration.

Publications

Conference Papers
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Ellis NJ; Armstrong AC, 2011, 'What (some) teachers (really) think about practitioner research: views from NSW and Singapore', in What (some) teachers (really) think about practitioner research: views from NSW and Singapore, Australian Association for Research in Education: Making a Difference, Melbourne, presented at Australian Association for Research in Education: Making a Difference, Melbourne, 30 November 2010 - 02 December 2010
2011
Ellis NJ; Armstrong AC; Groundwater-Smith S, 2010, 'Reviewing action research: From impediments to implementation', in Reviewing action research: From impediments to implementation, Research and Development in Higher Education: Reshaping Higher Education, Melbourne, presented at Research and Development in Higher Education: Reshaping Higher Education, Melbourne, 06 July 2010 - 09 July 2010
2010
Journal articles
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Lee J; McArthur W; Ellis NJ, 2019, 'Naplan versus in-school assessment: How similar or different are students’ results?', Curriculum and Teaching, vol. 34, pp. 5 - 25, http://dx.doi.org/10.7459/ct/34.2.02
2019
Edwards E; Ellis NJ, 2019, 'Action research remodelled in a competitive, profit-oriented sector: teachers’ and managers’ perspectives', Educational Action Research, http://dx.doi.org/10.1080/09650792.2019.1614471
2019
Loughland T; Ellis NJ, 2017, '‘Where to next?’ Examining feedback received by teacher education students.', Issues in Educational Research,, vol. 27, pp. 86 - 98, http://www.iier.org.au/iier-inf.%20html
2017
Clarke M; Michell M; Ellis NJ, 2017, 'Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal', Teaching Education, vol. 28, pp. 115 - 130, http://dx.doi.org/10.1080/10476210.2016.1211631
2017
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
2016
Loughland TF; Ellis NJ, 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
2016
Ellis NJ, 2014, 'Afraid to lose out: the impact of kiasuism on practitioner research in Singapore schools', Educational Action Research, vol. 22, pp. 235 - 250, http://dx.doi.org/10.1080/09650792.2013.859088
2014
Ellis NJ; Armstrong, AC , 2013, 'How context shapes practitioner research and professional learning in schools in Singapore and NSW.', Compare: A Journal of Comparative and International Education, vol. 44, pp. 435 - 454, http://dx.doi.org/10.1080/03057925.2013.767674
2013
Ellis NJ, 1996, 'The picture of success; teaching the talented in art in Singapore.', Gifted Child Today, pp. 22 - 24
1996
Ellis NJ; Luan T-KS, 1995, 'The Notion of Creativity in Art and the Influence of Cultural Exposure', Singapore Journal of Education, vol. 15, pp. 52 - 63, http://dx.doi.org/10.1080/02188799508548580
1995