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Centre for Regional Education Research Development

The Centre for Regional Education Research Development (CRERD)  aims to improve education quality and learning opportunities in regional and rural communities.
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The Centre for Regional Education Research Development (CRERD) – part of the Institute of Education, Arts and Community – was established in 2025. The Centre's researchers work with a range of organisations to support the Victorian Government’s 2025 education targets: learning for life, happy, healthy and resilient kids, breaking the link, and pride and confidence in our schools. 

CRERD’s goal is to establish applied, research-focused partnerships with education services, providers and organisations (including early years, school and community) to advance educational opportunities and quality in regional and rural communities and help address current and future education sector challenges, including workforce recruitment, retention and access to education and professional learning opportunities.

Research team

Current projects

This project aims to better understand the completion rates of pre-accredited and accredited courses to determine the effectiveness of adult community education (ACE) programs. The findings of the study will also highlight the significance of ACE for those learners who cannot gain employment or further education for complex reasons, including older learners.

Phase 1 of the project research provided an overview of adult learning in ACE settings in two states in Australia: Tasmania and Victoria. Phase 2 (2025 to 2026) aims to expand the data collection across Australia through a national questionnaire and several in-depth interviews in Victorian and NSW ACE organisations. The Deakin University Support and Development Fund has awarded $29,000 to the project.

CRERD researcher: 

  • Professor Annette Foley.

Non-CRERD researchers:

  • Associate Professor Tracey Ollis, Deakin University
  • Professor Vicky Duckworth, Edgehill University UK

This study examines the experiences of mid-career researchers to identify the barriers and supportive factors that influence their work and career. Practitioner inquiry as a vehicle for teacher agency and professional learning.

CRERD researcher:

  • Associate Professor Sharon McDonough

This project examines the impact of practitioner inquiry as a form of agentic professional learning for initial teacher education students and for ongoing teacher learning.

CRERD researcher:

  • Associate Professor Sharon McDonough

This project examines the work of those in the field of teacher education to identify the influences on their pedagogy and practice.

CRERD researcher:

  • Associate Professor Sharon McDonough

This longitudinal project started with a pilot study that foregrounded students’ voices and emphasised the significance of mastery experiences and self-efficacy for students entering university through vocational education and training (VET) pathways. The next larger study extended this work by developing a dual-institution, mixed-methods research design that continued to prioritise the student voice. The aim was to develop a deeper understanding of the transition experiences of former VET students and to identify ways in which universities might more effectively support their transition into higher education.

CRERD researcher:

  • Dr Susan Emmett

Completed projects

This 12-month project, funded by the Federal Department of Finance, reviewed procurement training courses using a best-practice adult education methodology.

Project phases included: 

  • reporting best practice approaches for the development of large capability uplift activities targeted to professional adult audiences
  • developing a mapping methodology to enable the mapping of course materials against learning outcomes, skills and knowledge
  • reviewing the Commonwealth Procurement and Contract Management Training Strategy and related Training Suite
  • reviewing a selection of live and e-learning courses and resources
  • reviewing a sample of the Suite’s course evaluation surveys and developing tools to measure the impact of training.

CRERD researchers:

  • Professor Annette Foley
  • Associate Professor Peter Fieger
  • Dr Stuart Levy

The Goldfields Education program was designed to provide a one-to-one Year 10-equivalent learning experience outside of the school environment for disengaged, justice-involved, or trauma-affected young people. It emphasised real-life skills and meaningful learning experiences and led to a 43% average reduction in criminal charges. Participants gained practical skills and began envisioning their futures. Over two years, the initiative showed that consistent support, integrated services and stakeholder collaboration can re-engage youth in education, reduce police contact and foster a sense of capability and hope.

CRERD researcher:

  • Associate Professor Marg Camilleri

This project was designed to develop, implement and evaluate a model for the Australian early childhood sector that employs mentoring to foster a collaborative culture of reflective practice and ongoing quality improvement. The research was done in collaboration with academics from Deakin University and funded by the Association of Graduates in Early Childhood Services.

CRERD researcher:

  • Dr Susan Emmett

The Think Equal project is a learning program for young children in early childhood education centres. Researchers ran a national randomised controlled trial to evaluate the program's innovative social justice curriculum. More than 350 children participated across 45 centres in rural and urban Victoria and Brisbane. The study was funded by a private philanthropic organisation.

CRERD researcher:

  • Dr Susan Emmett

This project examined the impact of crafting on women’s learning, wellbeing and sense of connection to community.

CRERD researchers:

  • Associate Professor Sharon McDonough
  • Professor Annette Foley

This project examined the impact of the COVID-19 pandemic and the shift to remote teaching on teacher wellbeing and resilience.

CRERD researcher:

  • Associate Professor Sharon McDonough

This comparative study examined the identity and values of those working in teacher education to explore the influences on teacher educator pedagogy and practice.

CRERD researcher:

  • Associate Professor Sharon McDonough

Publications and grants

Professor Garry Falloon

Chapters

  • Falloon, G.W., Tran, D., & Jones, M. (2026). Reconceptualising Higher Education Assessment in the Era of AI: New Approaches, New Competencies. In T. Keane & A. Wang. Advances in Artificial Intelligence in Education. Artificial Intelligence for Advancing Education Quality and Inclusion: Practices across Educational Settings. Springer.
  • Bower, M., Falloon, G.W., Murphy, P., Mason, J., Mason, T., Rowston, K., Cameron, L., Lee, J., & Wang, T. (2025). Creativity and Technologies Education: Lessons Learnt and Future Directions.  In M. Bower (Ed.), Technologies Education: Students as Digital Designers (Chapter 17, pp. 239-252). Routledge.  
  • Bower, M., Falloon, G.W., & Lee, J. (2025).The critical need for technological creativity in society as designers of multimedia. In M. Bower (Ed.), Technologies Education: Students as Digital Designers. (Chapter 1, pp. 1-11) Routledge.
  • Falloon, G.W., Adlington, R., Unsworth, L., Hanham, J. & Woo, K. (2025). Students as designers of multimedia. In M. Bower (Ed.), Technologies Education: Students as Digital Designers. (Chapter 6, pp. 76-93).  Routledge.

Journals

  • Vale, E., Nadarajan, G., Supramaniam, S., Falloon, G.W. (in press). From contradiction  to community: Exploring student-led peer engagement in Malaysian online  distance learning using Activity Theory. Asia Pacific Journal of Education.
  • Falloon, G.W., & Jones, M. (2026). Human-Machine Knowledge Building: Reconceptualising knowledge building partnerships in the age of Artificial Intelligence. Educational Technology Research and Development. https://doi.org/10.1007/s11423-026-10605-2

Commissioned reports

  • Falloon, G.W., Ma, Y., & Young, A. (2025). Project evaluation report for the Y | Sandbox Project. The Department of Jobs, Skills, Industries and Regions. Victoria State Government.
  • Falloon, G.W., Ma, Y., & Young, A. (2025). An evaluation of the Sandbox Project (pp. 1-147). The Workforce Innovation and Training Fund (Grant Opp-4220). Department of Jobs, Skills and Regions. Victoria State Government.

Professor Annette Foley

Edited books

  • Foley, A & Ollis, T. (forthcoming). Adult Learning in Community and Lifelong Contexts. Springer.
  • Foley, A. Atkins, L & Schmidt, T. (forthcoming). Teaching in the VET Context in Australia. Australian Scholarly Publishing.

Book chapters

  • Foley, A & Ollis, T. (forthcoming). Transformative Adult Learning: Foundations, Capabilities and Future. Springer. In A. Foley & T. Ollis, (forthcoming). Adult Learning in Community and Lifelong Contexts. Springer.
  • Foley, A & Ollis, T. (forthcoming) Learning to Learn again: Trust and relationships. Springer. In A. Foley & T. Ollis, (forthcoming). Adult Learning in Community and Lifelong Contexts. Springer.
  • McDonough, S & Foley, A (forthcoming) You can always learn something new: Women learning about skills, self and community through craft. Springer. In A. Foley & T. Ollis, (forthcoming). Adult Learning in Community and Lifelong Contexts. Springer.
  • Terry , D & Foley, A (forthcoming) Learning beyond the 4th Age. Springer. In A. Foley & T. Ollis, (forthcoming). Adult Learning in Community and Lifelong Contexts. Springer.
  • Foley, A & Ollis, T. (forthcoming), Adult Learning in Community and Lifelong Learning Contexts-Concluding Remarks. Springer.  In A. Foley & T. Ollis, (forthcoming). Adult Learning in Community and Lifelong Contexts. Springer.
  • Foley, A. & Schmidt, T. (forthcoming). Contemporary VET Pedagogy. Australian Scholarly Publishing. In A. Foley, L. Atkins & T. Schmidt. (forthcoming). Teaching in the VET Context in Australia. Australian Scholarly Publishing.
  • Smith, E. & Foley, A. (forthcoming) VET the economy and Society. Australian Scholarly Publishing. In A. Foley, L. Atkins & T. Schmidt. (forthcoming). Teaching in the VET Context in Australia. Australian Scholarly Publishing.

Journal articles

  • Fieger, P. Foley, L & Levy, S (in press). Vocational Success Beyond Skills: The role of Foundations Skills and Sectoral Training in Career Advancement. Research in Post Compulsory Education.
  • Smith, E., South, D. & Foley, A. (In Press) Why and how do people become teachers in the Australian VET sector? Research in Post Compulsory Education.

Commissioned reports

  • Foley, A., Fieger, P. & Levy, S. (2025). Contemporary Best Practice in Adult Education. Department of Finance. Canberra.
  • Foley, A., Fieger, P. & Levy, S. (2025). Procurement and Contract management training strategy and outcomes overview of Strengths and limitations.  Department of Finance. Canberra.
  • Foley, A., Fieger, P. & Levy, S. (2025). Part 1: Procurement course Review. Part 2: Evaluation Framework Enhancement.  Department of Finance. Canberra.
  • Foley, A., Fieger, P. & Levy, S. (2025). Evaluation of current procurement course evaluation methods. Department of Finance. Canberra.

Dr Dung Tran

Journal articles

  • Blundell, N. C., Cameron L., Mukherjee, M., Tran, D., Zunica, B., Tregenza, B., & Levins, M. (2025). Systems thinking, design thinking, computational thinking, and critical thinking.  In M. Bower & B. V. Mengersen (Eds), Technologies Education: Students as Digital Designers (pp. 44–58). Routledge.  
  • Cavanagh, M., & Tran, D. (2025). Pre-service teachers’ feedback on their peers’ lesson plans. Asia-Pacific Journal of Teacher Education, 1–15. https://doi.org/10.1080/1359866X.2025.2539240
  • Huỳnh, T. B., Nguyễn, T. T. A., Trần, D., & Nguyễn, T. H. N. (2025). Thay đổi thái độ thống kê của sinh viên Sư phạm Toán thông qua dạy học chú trọng vào suy luận thống kê. Tạp chí Giáo dục, 13–18.
  • Nguyen, T. T. A., & Tran, D. (2025). Quantitative reasoning as a lens to examine changes in modelling competencies of secondary preservice teachers. Mathematics Education Research Journal, 37, 27–54. https://doi.org/10.1007/s13394-023-00481-x
  • Nguyen, D. T., & Tran, D. (2026). Mathematics teachers’ changes in knowledge for teaching conditional probability through lesson study. International Journal of Learning, Teaching and Educational Research, 25(2), 264–280. https://doi.org/10.26803/ijlter.25.2.13
  • O’Connor, B. R., Tran, D., & Strang, R. (2025). Opportunities to enrich mathematical reasoning for F-6 students. Australian Primary Mathematics Classroom, 30(1), 3–8.
  • Tran, D. (2026, online). Measuring opportunities to develop mathematical literacy and their prediction on mathematical literacy outcomes. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2026.2652846
  • Tran, D., Bull, R., & Waschl, N. (2025, Online). Measuring preservice teacher beliefs about mathematics and mathematics teaching: An evaluation of the TEDS-M beliefs scale. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-025-00526-3

Associate Professor Sharon McDonough

Refereed journal articles

  • Selkrig, M., McDonough, S., Keamy, R. K., & Brandenburg, R. (2025). Visualizing data to explore the affective and human dimensions of education research. International Journal of Research & Method in Education, 1–14. https://doi.org/10.1080/1743727X.2025.2482912 (open access)
  • Selkrig, M., Brandenburg, R., McDonough, S., & Keamy, R. K  (2025). Inside the game of teacher education: Seeing and sharing the troublesome and delightful dimensions of the field. Teachers and Teaching Journal, 1-17.  https://doi.org/10.1080/13540602.2025.2482976  (open access)
  • Belton, A., Selkrig, M., McDonough, S.,  Keamy, R.K, & Brandenburg, R. (2025). Creatively conventional: visualising data to represent the individual and collective voices of teacher educators. Journal of Creative Research Methods, 1(1), 38-54. Retrieved Sep 3, 2025, from https://doi.org/10.1332/30502969Y2025D000000007.

Edited books

Book chapters

  • Lemon, N., McDonough, S., & Selkirg, M. (2025) A Call for Change: Creative and Making Practices as Essential Practices to Support Wellbeing and the Transformative Potential of Education. In N. Lemon, S. McDonough & M. Selkrig. (Eds). Creating Wellbeing: The Role of Making Practices in Academic Contexts. Routledge
  • Lemon, N., McDonough, S., & Selkirg, M. (2025) Making as wellbeing: An autoethnographic exploration of academic maker identities in higher education. In N. Lemon, S. McDonough, & M. Selkrig. (Eds). The Making Academic: Perspectives on Expressive Practice and Wellbeing in Higher Education. Routledge

Associate Professor Marg Camilleri

Journal articles

  • Zeuschner, L., & Camilleri, M. (2025). Insight from women on the lived experience of their partners’ referrals to men’s behaviour change programs. Violence Against Women, https://doi.org/10.1177/10778012251338487.
  • Camilleri M, & Ollerenshaw A. (2025). Examining the impact of a health justice partnership service on the health and wellbeing of regional young people. Rural and Remote Health; 25: 8984. https://www.rrh.org.au/

Chapters

  • Mulrooney, K., Camilleri., M., Donnermeyer, J. & Harkness, A (2025). Whose Rural? In Global Reflections on Positionality and Place in Rural Access to Justice Scholarship. Hart Publishing, (Eds: Michel Statz and Daniel Newman)
  • Cooper, L., Nicholls. J. & Camilleri. M. (2025). Transforming for change: the potential of Clemente in prisons as a factor for desistence. In J Smith, J. & Else, S. Lifelong Learning in Adult Education: Essays on the Clemente Program in Australia (published)
  • Camilleri. M. (2023). Victims with disabilities in rural areas. In R. Hale and A. Harkness (Eds.), Rural victims of crime: Representations, realities and responses. London: Routledge. https://www.routledge.com/Rural-Victims-of-Crime-Representations-Realities-and-Responses/Hale-Harkness/p/book/9780367677633

Book chapters forthcoming

  • Camilleri, M., Hale, R. & Pedersen, C (2026). Teaching at intersections: Cross-disciplinary and    intersectional trauma-informed pedagogies. In Equity, Inclusion and Agency: Theory, Policy and Practice in Education (Eds: Marcelle Cacciattolo & Jenene Burke) Springer

Dr Reshmi Lahiri-Roy

  • Sum, N., Lahiri-Roy, R.,Culton, C., Gough, L. Koziaris, H. & Strain, E. (2026-in press).  School leadership and ‘empowerment’ during crisis: understanding relationships within and beyond school walls. Barnes, N., Riddle, S., Hughes, B., Hughes, J., & Beabout, B. (Eds.). The Routledge International Handbook of Schooling in Times of Crisis (1st ed.). Pp. 442-52. Routledge. https://doi.org/10.4324/9781003543008
  • Lahiri-Roy, R. (2026-in press). “Quenching Educational Desire”: A Migrant Female Academic in Australian Academia: a thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy in the Deakin University (Doctoral dissertation, Deakin University).
  • Lahiri-Roy, R. & Sum, N. (2026). “Diasporic women and cultural enclaves: An acculturation lens on inhabiting and traversing diverse sites.” Southcott, J., Gindidis, M. & wake, R. (Eds.), Women of the Diaspora: Generational Transformations. Bloombury Publishing. Pp. 29-48. https://www.bloomsbury.com/au/women-of-the-diaspora-9798216268383/
  • Waldron, D. & Lahiri-Roy, R. (2026). Lamps for the Lost. Chaosium. https://www.drivethrurpg.com/en/product/557354/Lamps-for-the-Lost--A-Call-of-Cthulhu-Gaslight-Scenario
  • Roy, R. (2025). Book review: Diti Bhattacharya, Unfolding Spatial Movements in the Second-Hand Book Market in Kolkata: Notes on the Margins in the Boipara. Cultural Geographies, 0(0). https://doi.org/10.1177/14744740251378753
  • Martinussen, M., & Lahiri-Roy, R. (2025). The politics of intersectional (un)belonging: a duoethnographic mapping study with academic women. Gender and Education, 1–19. https://doi.org/10.1080/09540253.2025.2546055
  • Sum, N., Lahiri-Roy, R., Culton, W., Gough, L., Koziaris, H. and Strain, E. (2025), "School leadership, communities and crises: a collaborative autoethnographic exploration of humanism as professional and community capital", Qualitative Research Journal, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/QRJ-12-2024-0298

Dr Cristiene da Silva Carvalho

Journal articles

  • RUFINO, L. G. B., CARVALHO, C. A. D. S., & LUGUETTI, C. (2026). Becoming critical in physical education: a Freirean approach to the Praxis of embodiment. Sport, Education and Society, 1–14. https://doi.org/10.1080/13573322.2025.2606071

Conferences

  • Carvalho,C.A.S.(2025) Recognising Oppression, Enacting Change: Freirean Pedagogy in Early Childhood Teacher Education. AARE Conference.
  • Carvalho,C.A.S. (2025)  Praxis in Motion: Towards a Critical Pedagogy of Resistance in Rural Education, for the 2025 AARE Conference. AARE Conference.
  • Carvalho, C.A.S (2025) Embedding Social Justice and Agency in Early Childhood Education through Paulo Freire’s Lenses. Contemporary Perspectives in Early Childhood (Co-PEC) International Conference. Victoria University, Melbourne.
  • Carvalho,C.A.S. (2025) Bridging Higher Education and Rural Communities: The Bachelor in Rural Teacher Education as a Pathway to Equity and Inclusion. Australian Teacher Education Association- ATEA Conference. Curtin University (Bentley Campus), Boorloo/Perth.
  • Carvalho,C.A.S. (2025) Rural teacher education in Brazil: Activism, policies and social justice. Rural Education Research Conference 2025. AARE SIG Rural Education, Canberra.

Dr Luiza Lana Concalves

Journal articles

  • Cunha, É. V. R. da, Feldmann, M. G., & Oliveira, M. E. B. de. (2025). A BNC‑Formação no cenário de reabertura do debate político no Brasil: Apresentação do dossiê temático. e‑Curriculum, 22, e67209. https://doi.org/10.23925/1809-3876.2024v22e67209
  • Gonçalves, L. L., Liziero, L., Silva, K. S., Luguetti, C. N., & Parker, M. (2025). Becoming activist teacher educators: The learning journeys of two physical education cooperating teachers in a school–university partnership. European Physical Education Review, 32(1), 145–163. https://doi.org/10.1177/1356336X251333970
  • Gonçalves, L. L., Morrison, H., Mally, K., & Fletcher, T. (2025). Tensions in enacting democratic approaches in physical education teacher education. Sport, Education and Society, 30(3), 267–280. https://doi.org/10.1080/13573322.2024.2313992
  • Gonçalves, L. L., Santos Silva, K., Liziero, L., Parker, M., & Silva, D. S. (2025). Reimagining school–university partnerships in physical education: A collaborative design to approach democratic professionalism. Physical Education and Sport Pedagogy, 1–16. https://doi.org/10.1080/17408989.2025.2463529
  • Hudson, C., Lindsay, R., Gonçalves, L. L., McNeil, E., & Ambrosy, J. (2025). Physical education in rural schools: A scoping review. European Physical Education Review, 32(1), 164–180. https://doi.org/10.1177/1356336X251334547
  • Iannucci, C., Gonçalves, L. L., Fletcher, T., & Alfrey, L. (2025). Enacting democratisation of health and physical education teacher education: Examining two teacher educators’ experiences. Sport, Education and Society. Advance online publication. https://doi.org/10.1080/13573322.2025.2568033
  • Rufino, L. G. B., Iannucci, C., Hunuk, D., Vidoni, C., Luguetti, C. N., Gonçalves, L. L., Ferreira, H. J., Batista, P., Borges, C., MacPhail, A., Sanches Neto, L., & de Souza Neto, S. (2025). Exploring solidarity in action: Key methodological features for collaborative research in physical education. Journal of Teaching in Physical Education, 44(4), 660–667. https://doi.org/10.1123/jtpe.2023-0318
  • Varea, V., Gonçalves, L. L., & Luguetti, C. N. (2025). Hermanas in dialogue: Amplifying female South American voices in Australian health and physical education teacher education. Sport, Education and Society, 30(9), 1138–1149. https://doi.org/10.1080/13573322.2024.2429542

Reports

  • Alfrey, L., & Luguetti, C. N. (2026). How does the Teaching Excellence Program improve student outcomes? A case study of Health and Physical Education teachers: Final report. Monash University, The University of Melbourne & Federation University.

Dr Susan Emmett

  • Larsen, A., & Emmett, S. (2025). Covid-19 and social equity in higher education: Applying a typology of social equity discourses to a complex situation" Australian Journal of Adult Learning.
  • Emmett, S. & Larsen, A. (In Press) From pilot to project: Combining theoretical frameworks to explore the transition experience of students entering university from vocational training. The Journal of Pathways Education and Research

Dr Amy Claughton

  • Van der Smee, C., & Claughton, A. (2026). Whose job is that? A critical dialogue to understand teachers’ responses to play. The Australian Educational Researcher, 53(1), 13. https://doi.org/10.1007/s13384-025-00941-2
  • Claughton, A. (2024). The role of adult perceptions when interpreting and facilitating play-based learning for children with impairments. In Inclusion and Social Justice in Teacher Education (pp. 137-154). Cham: Springer International Publishing.
  • Goriss-Hunter, A., Sellings, P., Walker, A. D., Claughton, A., Oxworth, C., Robertson, D., & Griffiths, K. (2024). What we’re taking through the portal: How our experiences of remote teaching as parent-educators during COVID-19 impacted our practice. In Inclusion and Social Justice in Teacher Education (pp. 377-396). Cham: Springer International Publishing.

Dr Gulsah Ozturk

Dr Yuwen Ma

  • Zang, L., Zhu, M., & Ma, Y. (2025). Exploring children’s perceptions of family relationships in China through kinetic family drawing: insights from 5-to 6-year olds. European Early Childhood Education Research Journal, 33(2), 333-351. https://doi.org/10.1080/1350293X.2024.2437763
  • Falloon. G., Ma, Y., & Young. A End of Project Evaluation Report for The Y | Sandbox Project, WTIF Opp-4220

Conference proceedings

  • Ma, Y., & Falloon. G. & Young. A. (2025) Innovating Professional Development in Early Childhood Education: The Integration of Generative AI and Gamification. Presented at the Contemporary Perspectives in Early Childhood
  • Ma, Y. (2025). Reimagining Digital Learning Through Imaginary Play: A Cultural-Historical Analysis of Children's Mathematical Learning. Presented at the International Research in Early Childhood Education Conference (IRECEC). Jakarta/Online, Indonesia
  • Ma, Y (2025). Exploring Technology-Based and Collective Play-Based Approaches to Chinese Children's Mathematical Learning: A Cultural-Historical Study. Presented at the Australian Association for Research in Education Conference(AARE). Newcastle, Australia.

Dr Natasa Ciabatti

  • Ciabatti, N., & Razoumova, O. (forthcoming). Exploring Intercultural Understanding of pre-service teachers in multilingual classrooms beyond the Australian Curriculum: A Praxis Inquiry Model in Action. In Z. Gabillon, Y. Slaughter & F. Boulard (Eds), Plurilingualism in Oceania: Language teacher education and language teaching. Routledge.
  • Ciabatti, N., & Clements, D. (2026). The Question of Being Intercultural. A Phenomenological Analysis of Intercultural Education. Educational Philosophy and Theory, 1-15.
  • Clements, D., & Ciabatti, N. (2025). Making Sense of the World: Living, Learning and Teaching with Radical Philosophy of Education show: By Neil Hooley and Oksana Razoumova, Brill, 2024, 146 pp., USD52. 60 (paperback), ISBN 978-90-04-69668-6.
  • Allehaby, E., Razoumova, O., & Ciabatti, N. (2025). Intercultural Awareness in the Academic English Classroom at a Saudi University: An Investigation into Teachers' Perspectives and Practices. Teaching and Researching Interculturality in the Middle East and North Africa, 156-180.

Professor Garry Fallon

  • 2025: The Ararat Best Start ECE Leaders PLD Program, Ararat Rural City Council ($90,000)
  • 2024: Teacher preparedness in fostering ethical understanding and reasoning in English secondary curriculum and student well-being improvement, The Menzies Foundation ($75,000)
  • 2023: Critical Pedagogies for AI and Extended Reality Technology, ARC Discovery Project ($106,000)
  • 2022–2024: Falloon, G., Ma, Y., Claughton, A., & Young, A. Gamification in Early Childhood Professional Development, Department of Jobs, Skills, Industry and Regions, auspiced by The Y Ballarat ($423,190)

Dr Luiza Lana Goncalves

  • 2025: How does the Teaching Excellence Program improve students’ outcomes? A case study of Health and Physical Education teachers, Victorian Academy of Teaching ($ 6,609)

Dr Stuart Levy

  • 2025: The impact of Enabling on students’ academic success and retention: a propensity score modelling approach, Department of Education ($280,835) 

Professor Annette Foley

  • 2024–2025: Foley, A. Fieger, P. Levy, S. Specialist Advisory Services. Department of Finance. Australian Government ($108,601)

Dr Josh Ambrosy

  • 2024–2026: A sustainable future for GALS: a Pilot, The Invergowrie Foundation ($93,504)

Associate Professor Marg Camilleri

  • 2025: Evaluation of CSV Homeless Pilot, Court Services Vic ($18,182)
  • 2025: The Ballarat Youth Enrichment and Support Program, Department of Industry, Science and Resources ($10,000)

Dr Amy Claughton

  • 2025: Claughton, A. & McNiel, E. Child’s play: How circus skills address wellbeing and the curriculum, Federation University ($6,169)
  • 2022–2024: Falloon, G., Ma, Y., Claughton, A., & Young, A. Gamification in Early Childhood Professional Development, Department of Jobs, Skills, Industry and Regions, auspiced by The Y Ballarat ($423,190)

Dr Susan Emmett

  • 2025–2026: Cultural Change in Early Childhood Education and Practice Project, Association of Graduates in Early Childhood Services ($40,000)  
  • 2022: Think Equal Project RCT Project, private philanthropic ($30,000)

Dr Natasa Ciabatti

  • 2026: VicTESOL Research Grant

Recent CRERD news

Federation launches Victorian-first centre for regional education
Read more

Engage with us

We're keen to hear from community organisations, local government, schools and learning centres. Partner with us to co-design and trial applied, research-informed programs that improve educational quality, wellbeing and lifelong learning opportunities in regional and rural communities.

Contact us

If you have any questions about CRERD or you'd like to discuss engagement opportunities, please email A.Foley@federation.edu.au.