Dr Drew Miller
Senior Lecturer
School of Education (Education)
- Email:andrew.miller@newcastle.edu.au
- Phone:(02) 434 84 214
Q is for quality
Mentoring using the familiar and effective mantra 'work hard, play hard,' Dr Drew Miller is seeking to promote and produce holistic, evidence-based physical education programs for children and adolescents across the country.
Dr Drew Miller is at the top of his game - literally. He's discovering and experimenting with the latest in child and adolescent learning, sharing practical experiences of the many ways in which game-based activities have led to improvements in youth health, physical education and physical activity outcomes.
"Developing positive outcomes is about so much more than just replicating motor control skills, like bouncing a ball or swinging a bat," the enthusiastic investigator concedes.
"It's also about developing knowledge of how to play, as well as producing cohesive and inclusive activities in mixed-gender, mixed-ability settings."
"High quality physical education can produce a wide variety of outcomes."
As unconventional and forward thinking as they come, Drew is sitting comfortably in the space between the physical activity and physical education research fields. Believing a strategic mixture of both is key to "keeping kids in sports," the Central-Coast based academic is eager to inspire renewed, ongoing curiosity for regular recreation and sporting activity.
"There's not much encouragement for teenagers at the moment," he admits.
"People around the 14-15 year age mark reach a point very quickly where they plateau with their skills."
"So I want to change the way they're taught and the way they learn – if they can understand the game better and play the game better, they can hopefully get more out of it."
An educator dedicated to honing his craft, Drew is working closely with schoolteachers and community-level coaches to achieve this added value. Simultaneously creating and implementing novel professional development programs, the passionate scholar is looking to ensure his mentees are similarly at the top of their game.
"I was looking for a way to move the research surrounding continuing professional development into an intervention that had impact on teachers and students," he reveals.
"This is where PLUNGE (Professional Learning for Understanding Games Education) came from."
"It enabled learning and teaching tailored to the authentic environment in each classroom."
"I use role modelling, feedback and robust discussions about teaching practices to promote quality teaching that has a lasting, positive impact on students."
Down to a different science
A PE teacher by trade, Drew switched to a research career in 2007 when he undertook a PhD in Human Physiology at the University of Newcastle. An ambitious venture in the biomedical sciences area, the four-year probe sought to explore non-contact injuries in elite soccer and rugby competitors.
"Essentially, I looked at the characteristics of athletes that expose them to greater amounts of risk," he clarifies.
"I wanted to determine the factors we can change, like power outputs and posture, and the ones we can't, like limb length compared to torso length."
Detecting a handful of each, Drew's study found there's a bit of wiggle room where non-modifiable aspects are concerned.
"Once we know about them, we can do more protective work with the players," he explains.
"We can improve things like their lumbar control so they're not at such high risk of injury."
Educating about educating
Drew stayed on at the University at Newcastle after receiving his award in 2011, electing to work within the Priority Research Centre for Physical Activity and Nutrition. Working under Professor Phil Morgan during the one-year stint, the vibrant researcher managed the multi-award winning obesity prevention program 'Healthy Dads, Healthy Kids.'
Moving to the School of Education in 2012 to pursue "work that produced change in schools through a focus on the quality of physical education teaching", Drew designed and ran the PLUNGE projects.
"The first was a pilot study where we tested out the methodology of a professional development program," he recalls.
"The second was a larger randomised controlled trial."
"Over eight weeks, we trained teachers and worked with children in catholic schools across the region."
Extend and commend
The physical education expert has since branched out from these traditional scholastic settings, opting to spearhead a similar, adapted practice with netball coaches in and around Newcastle. This time devising and delivering a mentoring program over a 3-month period, Drew looked to evaluate the benefits of prolonged exposure to games-based activities that require decision-making.
"Skills-based teaching proclaims that if you don't know how to do a chest pass, you can't play netball," he explains.
"While this is obviously important, we say that if you don't know where to stand or how to communicate with the other players, you're never going to get the ball to be able to throw it in the first place."
"So we advocate a dual focus."
Though still processing the data from this creative collaboration, Drew is cautiously optimistic about its translation success.
"I think the results will replicate what we saw in schools, that helping coaches provide regular and more detailed feedback, and exposing the learners to sustained decision making leads to improvements in children's playing performances," he suggests.
"There has been real interest from the local associations about the project, and we're hoping to carry out an offshoot in the near future, perhaps with Netball Australia."
Meeting needs, changing lives
Closer to home, Drew is also evaluating a lifestyles project for a disability service provider in the Hunter.
"I'm helping them modify and evaluate the program to maximise outcomes," he says.
"Adjustments made will be based on research in behaviour change, nutrition and physical activity."
"Compared with the general population, people with intellectual disability have a higher prevalence of obesity, hypertension, and metabolic syndrome, so this is an important program for the health of this group in the hunter region."
Q is for quality
Mentoring using the familiar and effective mantra 'work hard, play hard,' Dr Drew Miller is seeking to promote and produce holistic, evidence-based physical ed
Career Summary
Biography
Dr Andrew (Drew) Miller began lecturing at the University of Newcastle in 2012, after completion of his PhD (Human Physiology) in 2011, and is an associate of the University of Newcastle's Priority Research Centre for Physical Activity and Nutrition, and the Faculty of Education and Arts program - Teachers and Teaching. Dr Miller's research focus is on the professional development of primary school teachers for the improvement of teaching quality in Physical Education. Improvement of physical activity outcomes amoung primary school age students is the long-term goal of this research. Dr Miller is also engaged in the National expansion of the Exceptional Teachers in Disadvantaged Schools project, which aims to place and support high quality graduates from the University of Newcastle into traditionally disadvanted schools.
Research ExpertiseSchools have an important role to play in promoting physical activity in youth and physical education is the primary vehicle associated with this outcome in the school setting. Through my research programs based around professional development of primary school teachers, I hope to improve the quality of physical education at a primary school level and in turn improve the long term physical activity outcomes for the children in these schools. I advocate for stronger (than the traditional in-service) professional development models that include teacher mentoring and communities of practice for the longer term improvement of teaching practice. Taking the learning into the teacher's environment, using role modelling, feedback and having robust discussion about teaching practice can have a lasting effect on teachers and the students they teach. I promote the use of games based teaching practices for overall student physical development in physical education. Physical Education is so much more than the replication of physical skills, and the development of the skills required to play games effectively, as well as an awareness of the sociocultural elements involved in any game played in a mixed gender, mixed ability school setting is important for all students. The use of games allows teachers to teach so much more than motor control skills and offers great opportunities to increase the quality of what's happening in a physical lesson.
Teaching Expertise
My teaching expertise is in line with my research interests. Programs developed for the mentoring and professional development of primary school teachers, and the intervention materials used for the acheivement of physical education and physical activity outcomes in childred is merged into Primary and Early Childhood Undergraduate Physical Education courses.
Qualifications
- PhD (Human Physiology), University of Newcastle
- Bachelor of Teaching/B Health & Phys Educ (Hons), University of Newcastle
Keywords
- Early Childhood
- Elementary Physical Education
- Exceptional Teachers in Disadvantaged Schools
- Fundamental Movement Skills
- Game Centred Approach
- Game Centred Approaches
- NETDS
- Physical Activity
- Physical Education
- Primary Physical Education
- Primary teaching
- Professional development
- Quality Teaching
- TGfU
Fields of Research
Code | Description | Percentage |
---|---|---|
390102 | Curriculum and pedagogy theory and development | 60 |
390111 | Physical education and development curriculum and pedagogy | 20 |
390307 | Teacher education and professional development of educators | 20 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Senior Lecturer | University of Newcastle School of Education Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (1 outputs)
Year | Citation | Altmetrics | Link |
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2019 | Miller A, Williams J, 'Sports-specific Skills', Teaching Health and Physical Education, Oxford University Press, Sydney 243-271 (2019) |
Journal article (48 outputs)
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2024 |
Gore J, Rosser B, Jaremus F, Miller A, Harris J, 'Fresh evidence on the relationship between years of experience and teaching quality', The Australian Educational Researcher, 51 547-570 (2024)
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2024 |
Miller A, Fray L, Gore J, 'Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools (Mar, 10.1007/s13384-023-00614-y, 2023)', AUSTRALIAN EDUCATIONAL RESEARCHER, 51 609-610 (2024)
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2024 |
Miller A, Fray L, Gore J, 'Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools', The Australian Educational Researcher, 51 587-608 (2024)
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2023 |
Jakstas T, Follong B, Bucher T, Miller A, Shrewsbury VA, Collins CE, 'Addressing schoolteacher food and nutrition-related health and wellbeing: a scoping review of the food and nutrition constructs used across current research.', Int J Behav Nutr Phys Act, 20 108 (2023) [C1]
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2023 |
Jones B, Eather N, Miller A, Morgan PJ, 'Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in football: the MASTER Coaching randomised control trial', Physical Education and Sport Pedagogy, (2023) [C1] Background: There is a growing body of evidence showing the benefits to coaches and players in adopting a game-based pedagogical approach. Whilst the evidence in support of a game... [more] Background: There is a growing body of evidence showing the benefits to coaches and players in adopting a game-based pedagogical approach. Whilst the evidence in support of a game-based pedagogy continues to rise it is acknowledged that the complex art form of coaching is a uniquely personal one, where the coach may draw on previous first-hand experiences and traditional coaching practices regarding training methods rather than the use of current evidence-based best practice techniques. Purpose: The aim of this randomised control trial was to evaluate the impact of a coach development intervention (MASTER) on game-based coaching practices of football coaches. Methods: Four clubs were recruited, and 20 coaches were randomised to two groups, MASTER intervention (n = 10) and 10 usual practice (waitlist, n = 10); NSW Australia) which included 200 junior footballers (aged 8¿16years). Intervention coaches participated in an 8-week multi-component intervention (which included a coach education workshop focused on positive game-based pedagogy, mentoring, peer evaluations and an online discussion forum) underpinned by positive coaching and game-based coaching practices. Pre- and post-intervention assessments occurred at baseline and 10 weeks. The primary aim was to investigate if the MASTER intervention could increase playing form (PF) and active learning time within training sessions. Three coaching sessions per coach were filmed at baseline and follow-up and assessed using the MASTER assessment tool. Secondary aims investigation included coach confidence and competence to coach (assessed by questionnaire), player game play and decision making (videoed during structured game play using a Game Performance Assessment Instrument), a range of player well-being measures including enjoyment, self-perception, and various motivations (questionnaire) and the parent¿s perception of their child¿s enjoyment was assessed by the completion of a questionnaire. Intervention effects were analysed using linear mixed models. Findings: Significant effects were found for the primary outcome which was the percentage of training time devoted to playing-form activities (22.63%; 95% CI 9.07¿36.19; P = 0.002, d = 1.78). No significant effect was observed for ALT. Significant interventions effects were also observed for the secondary outcomes of coach perceptions of confidence and confidence; player game skills including defence, support and decision making, wellbeing, physical self-perceptions, enjoyment, learning and performance orientations and motivation; and parent¿s perception of child¿s enjoyment (P < 0.05). Conclusions: The MASTER programme was effective in improving game-based coaching practices of football coaches during training sessions, and in facilitating improvements in multiple coach and player outcomes.
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2023 |
Fray L, Jaremus F, Gore J, Miller A, Harris J, 'Under pressure and overlooked: the impact of COVID-19 on teachers in NSW public schools', AUSTRALIAN EDUCATIONAL RESEARCHER, 50 701-727 (2023) [C1]
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2022 |
Follong BM, Prieto-Rodriguez E, Miller A, Collins CE, Bucher T, 'Evaluating an integrated nutrition and mathematics curriculum: primary school teachers' and students' experiences', PUBLIC HEALTH NUTRITION, 25 2099-2110 (2022) [C1]
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2022 |
Follong BM, Verdonschot A, Prieto-Rodriguez E, Miller A, Collins CE, Bucher T, 'Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools.', Nutr Res Rev, 35 181-196 (2022) [C1]
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2022 |
Gore J, Jaremus F, Miller A, 'Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage', AUSTRALIAN EDUCATIONAL RESEARCHER, 49 635-656 (2022) [C1]
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2022 |
de Vlieger NM, Sainsbury L, Smith SP, Riley N, Miller A, Collins CE, Bucher T, 'Feasibility and Acceptability of 'VitaVillage': A Serious Game for Nutrition Education', NUTRIENTS, 14 (2022) [C1]
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2021 |
Gore J, Fray L, Miller A, Harris J, Taggart W, 'The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study', Australian Educational Researcher, 48 605-637 (2021) [C1] The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world¿s students and moving entire school systems to remote and online learning. In the sta... [more] The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world¿s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a sample of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the sample is examined by dis/advantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA < 950) achieved 2¿months less growth in mathematics, while the Year 3 students in mid-ICSEA schools (950¿1050) achieved 2¿months¿ additional growth. No significant differences were identified for Indigenous students or students located in regional locations. These results provide an important counter-narrative to widespread speculation about alarming levels of ¿learning loss¿ for all students. While the lower achievement growth in mathematics for Year 3 students in lower ICSEA schools must be addressed as a matter of urgency to avoid further inequities, most students are, academically, where they are expected to be. Our findings are a testament to the dedicated work of teachers during the 2020 pandemic to ensure that learning for most students was not compromised, despite unusually trying circumstances.
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2021 |
Verdonschot A, Follong BM, de Vet E, Haveman-Nies A, Collins CE, Prieto-Rodriguez E, et al., 'Assessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia', International Journal of Educational Research Open, 2 (2021) [C1]
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2021 |
Bruner MW, McLaren C, Swann C, Schweickle MJ, Miller A, Benson A, et al., 'Exploring the Relations Between Social Support and Social Identity in Adolescent Male Athletes', Research Quarterly for Exercise and Sport, 92 566-572 (2021) [C1] Purpose: Social identity (i.e., the strength with which individuals identify with a group) is a key mechanism through which youth sport participants derive developmental benefits.... [more] Purpose: Social identity (i.e., the strength with which individuals identify with a group) is a key mechanism through which youth sport participants derive developmental benefits. However, despite the importance of one¿s social identity in promoting these benefits, our understanding of the correlates of social identity within the sport context is limited by the absence of evidence. To address this gap, this study investigated the relations between perceived social support from coaches, family, and friends and social identification. Method: Male adolescent athletes (N =¿344) completed measures of social support and social identity as part of a cross-sectional design. Latent profile analysis was used to identify distinct social support profiles. Results: Four latent profiles were identified: higher support, average support, diminished support, and lower support. ANCOVA results indicated that profile membership corresponded to significant differences in social identity perceptions, p <¿.001, partial ¿2¿=¿.26. Participants in the higher social support profile perceived significantly higher social identity when compared with profiles of average, diminished, and lower support (ps <¿.05, Cohen¿s d =.67). Conclusion: Results highlight the association between support from different social agents and social identity in youth sport. Better understanding the correlates of social identity may be critical in enhancing the developmental benefits of participation in organized team sports given the relationship with social identity.
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2021 |
Morley D, Miller A, Rudd J, Issartel J, Goodway J, O connor D, et al., 'Exploring Coaches Perceptions of the Feasibility of a Movement-Oriented Games-Based Assessment Within Made to Play Programs', International Sport Coaching Journal, 8 303-314 (2021) [C1] Coaches can provide an appropriate environment for children to develop a range of movement skills, but there is a dearth of research exploring the creation of appropriate resource... [more] Coaches can provide an appropriate environment for children to develop a range of movement skills, but there is a dearth of research exploring the creation of appropriate resources to support the coach in developing and assessing children¿s Complex Movement Skills. There is also a lack of research around coaches¿ perceived feasibility of the limited resources in this area. Therefore, the purpose of this study was to design and then assess the feasibility of a Movement-Oriented Games-Based Assessment (MOGBA) for children aged 8¿12 years, to be used by coaches within ¿Made to Play¿ programs. Thirteen coaches from across the United States and the United Kingdom used pilot materials to assess the feasibility of MOGBA over a 9-week period. Individual, paired, and focus group interviews were structured and data were thematically analyzed using Bowen et al.¿s feasibility framework. Findings suggested that MOGBA provided a welcomed and much needed enhancement to their programs, with effective use of technology-enhanced coaching. Coaching involved notions of pedagogy and assessment, with issues emerging around class size and complexity of assessment. Coaches often used MOGBA covertly and flavored the resource to the sport being delivered, and this revealed to coaches the capability of children not viewed before.
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2021 |
Gore J, Miller A, Fray L, Harris J, Prieto-Rodriguez E, 'Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds', Teaching and Teacher Education, 101 (2021) [C1]
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2021 |
Snodgrass SJ, Ryan KE, Miller A, James D, Callister R, 'Relationship between Posture and Non-Contact Lower Limb Injury in Young Male Amateur Football Players: A Prospective Cohort Study', INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH, 18 (2021) [C1]
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2020 |
Mavilidi MF, Lubans DR, Miller A, Eather N, Morgan PJ, Lonsdale C, et al., 'Impact of the Thinking while Moving in English intervention on primary school children s academic outcomes and physical activity: A cluster randomised controlled trial', International Journal of Educational Research, 102 101592-101592 (2020) [C1]
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2020 |
Follong BM, Prieto-Rodriguez E, Miller A, Collins C, Bucher T, 'An Exploratory Survey on Teaching Practices Integrating Nutrition and Mathematics in Australian Primary Schools', International Journal of Research in Education and Science, 6 14-33 (2020) [C1]
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2020 |
Vella SA, Benson A, Sutcliffe J, McLaren C, Swann C, Schweickle MJ, et al., 'Self-determined motivation, social identification and the mental health of adolescent male team sport participants', Journal of Applied Sport Psychology, (2020) [C1]
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2020 |
Eather N, Miller A, Jones B, Morgan PJ, 'Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in netball: The MASTER coaching randomized control trial', INTERNATIONAL JOURNAL OF SPORTS SCIENCE & COACHING, 16 439-455 (2020) [C1]
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2020 |
Vella SA, Swann C, Batterham M, Boydell KM, Eckermann S, Ferguson H, et al., 'An Intervention for Mental Health Literacy and Resilience in Organized Sports', Medicine and Science in Sports and Exercise, 53 139-149 (2020) [C1]
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2020 |
de Vlieger N, van Rossum J, Riley N, Miller A, Collins C, Bucher T, 'Nutrition Education in the Australian New South Wales Primary School Curriculum: Knowledge and Attitudes of Students and Parents.', Children, 7 (2020) [C1]
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2020 |
Eather N, Jones B, Miller A, Morgan PJ, 'Evaluating the impact of a coach development intervention for improving coaching practices in junior football (soccer): The MASTER pilot study', Journal of Sports Sciences, 38 1441-1453 (2020) [C1]
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2019 |
Eather N, Riley N, Miller A, Imig S, 'Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments', Journal of Education and Training Studies, 7 32-46 (2019) [C1]
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2019 |
Miller A, Eather N, Duncan M, Lubans DR, 'Associations of object control motor skill proficiency, game play competence, physical activity and cardiorespiratory fitness among primary school children', Journal of Sports Sciences, 37 173-179 (2019) [C1] This study investigated if object control relates to children¿s game play competence, and examined these competencies as correlates of physical activity and cardiorespiratory fitn... [more] This study investigated if object control relates to children¿s game play competence, and examined these competencies as correlates of physical activity and cardiorespiratory fitness. Game play (Game Performance Assessment Instrument), object control (The Test Gross Motor Development-3), moderate-to-vigorous physical activity (Accelerometry), and cardiorespiratory fitness (20-metre shuttle) assessments were completed for 107 children (57% Female, 43% Male) aged 9¿12¿years (M 10.53, SD 0.65). Two-level regression of object control on game play competence, and object control and game play competence on physical activity and cardiorespiratory fitness assessed associations. Object control competence was positively associated with game play competence (Std. B¿=¿0.25, t (104.77)¿=¿2.38, p¿=¿0.001). Game play competence (Std. B¿=¿0.33, t (99.81)¿=¿5.21, p¿<¿0.000) was more strongly associated with moderate-to-vigorous physical activity than object control competence (Std. B¿=¿0.20, t (106.93)¿=¿2.96, p¿=¿0.003). Likewise, game competence (Std. B¿=¿0.39, t (104.41)¿=¿4.36, p¿<¿0.000) was more strongly associated with cardiorespiratory fitness than object control competence (Std. B¿=¿0.22, t (106.69)¿=¿2.63, p¿=¿0.002). Object control and game competence are both important as correlates of physical activity and cardiorespiratory fitness in children.
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2019 |
Eather N, Riley N, Miller A, Smith V, Poole A, Vincze L, et al., 'Efficacy and feasibility of HIIT training for university students: The Uni-HIIT RCT', Journal of Science and Medicine in Sport, 22 596-601 (2019) [C1]
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2019 |
Langdon E, Snodgrass SJ, Young JL, Miller A, Callister R, 'Posture of rugby league players and its relationship to non-contact lower limb injury: A prospective cohort study', Physical Therapy in Sport, 40 27-32 (2019) [C1] Objective: This study aimed to identify posture deviations in rugby league players, and to observe relationships between posture and the incidence of non-contact lower limb injury... [more] Objective: This study aimed to identify posture deviations in rugby league players, and to observe relationships between posture and the incidence of non-contact lower limb injury. Design: Prospective cohort. Setting: Laboratory and on-field. Participants: Junior representative, semi-professional and professional rugby league players (n = 207). Main outcome measures: Static posture scores from photographs (Watson and MacDonncha tool) in pre-season; non-contact lower limb injury surveillance and exposure data. Methods: Chi-square and logistic regression analyses were used to observe relationships between postural components and the incidence of non-contact lower limb injury. Results: 8.7% of players sustained a quadriceps injury; 7.2% sustained a calf injury. Semi-professional and professional players had the highest injury rates. The most common posture deviations were having a forward shoulder position (46.9%), a forward head position (33.3%), a varus knee interspace (32.9%) or a lumbar lordosis (30.9%). A moderate C-scoliosis deviation was associated with a decrease in injury risk (OR 1.57 95% CI 1.00-2.46 p = 0.052). Included in the model was player weight, which was associated with an increased risk of injury (OR 1.04 95% CI 1.01-1.07 p = 0.010). Conclusions: Although postural deviations are common in rugby league players, given the lack of association with injury, they may not warrant intervention.
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2019 |
de Vlieger N, Riley N, Miller A, Collins CE, Bucher T, 'Nutrition education in the Australian New South Wales primary school curriculum: An exploration of time allocation, translation and attitudes in a sample of teachers', Health Promotion Journal of Australia, 30 94-101 (2019) [C1] Issue addressed: The dietary intakes of Australian children are not optimal, with few meeting recommended vegetable and fruit intake targets. Nutrition education in childhood is i... [more] Issue addressed: The dietary intakes of Australian children are not optimal, with few meeting recommended vegetable and fruit intake targets. Nutrition education in childhood is important for developing healthy eating patterns, with schools an ideal setting for a wide reach. The aims of this study were to examine nutrition education within the NSW primary school syllabus, explore how much time teachers spend teaching nutrition, what is taught, what materials are used, and to identify attitudes towards nutrition education. Method: An online survey consisting of 29 closed questions (with options for comments) was specifically developed for the purpose of this study. Teachers currently teaching at a NSW primary school were eligible to participate. Results: A total of 33 NSW primary school teachers completed the survey. Results indicate that limited time is spent on teaching nutrition with some important nutrition education components currently missed, resources perceived to be inadequate and lack of time reported as the largest barrier to teaching nutrition. Conclusion: In order to improve the quality of nutrition education in NSW primary schools, several important topics need to be integrated into the curriculum, and time constraints of teachers should be taken into account. So what?: Findings from the current survey will inform the development of future nutrition education programs and resources with the aim of integrating nutrition education within the primary school curriculum.
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2019 |
Morgan PJ, Collins CE, Lubans DR, Callister R, Lloyd AB, Plotnikoff RC, et al., 'Twelve-month outcomes of a father-child lifestyle intervention delivered by trained local facilitators in underserved communities: The Healthy Dads Healthy Kids dissemination trial', Translational Behavioral Medicine, 9 560-569 (2019) [C1] Healthy Dads Healthy Kids (HDHK) was the first program internationally to specifically target overweight and obese fathers to improve their children's health. In previous ran... [more] Healthy Dads Healthy Kids (HDHK) was the first program internationally to specifically target overweight and obese fathers to improve their children's health. In previous randomized controlled trials, HDHK generated meaningful short-Term improvements in the adiposity, physical activity, and eating behaviors of both fathers and children. The aim of this dissemination trial was to evaluate the 12-month impact of HDHK when delivered by trained facilitators across four low socioeconomic and regional communities in the Hunter Region, Australia. The study was a nonrandomized, prospective trial with minimal eligibility criteria (i.e., father body mass index [BMI] ? 25 kg/m2 and children aged 4-12 years). HDHK included eight weekly practical and theoretical sessions. Assessments were baseline, 3 months (post-intervention), 6-months, and 12-months. The primary outcome was fathers' weight. Secondary outcomes included child BMI z-score and validated lifestyle behavior measures (e.g., physical activity, diet). Overall, 189 fathers (mean age: 40.2 years, BMI: 32.6 kg/m2) and 306 children (mean age: 8.1 years) participated in one of 10 HDHK programs in four areas. Intention-To-Treat linear mixed models revealed a significant mean reduction in fathers' weight at post-intervention (?3.6 kg, 95% confidence interval: ?4.3, ?2.9), which was maintained at 12 months (71% retention). Corresponding improvements were also detected in children's BMI z-score and a range of lifestyle behaviors for both fathers and children. Attendance and satisfaction levels were high. Positive intervention effects observed in previous randomized controlled trials were largely replicated and sustained for 12 months when HDHK was delivered by trained local facilitators in underserved communities. Further investigation into the key systems, processes, and contextual factors required to deliver HDHK at scale appears warranted.
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2017 |
Morgan PJ, Young MD, Lloyd AB, Wang ML, Eather N, Miller A, et al., 'Involvement of Fathers in Pediatric Obesity Treatment and Prevention Trials: A Systematic Review', PEDIATRICS, 139 (2017) [C1]
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2017 |
Miller A, Eather N, Gray S, Sproule J, Williams C, Gore J, Lubans D, 'Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?', European Physical Education Review, 23 171-195 (2017) [C1] The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teachi... [more] The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention (n = 4 teachers) or the 7-week wait-list control (n = 3) condition. The PLUNGE intervention (weeks 1¿5) used an instructional framework to improve teachers¿ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects (p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.
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2017 |
Eather N, Riley N, Miller D, Jones B, 'Evaluating the effectiveness of using peer-dialogue assessment (PDA) for improving pre-service teachers' perceived confidence and competence to teach physical education', Australian Journal of Teacher Education, 42 69-83 (2017) [C1] Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate ... [more] Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle, where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit significant improvements in perceived teaching confidence and competence, and teaching self-efficacy. Process evaluation results implying thatembedding peer dialogue assessment in higher education courses may be a feasible approach for facilitating learning, and that students were satisfied with using peer dialogue as a feedback method for improving teaching practices.
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2017 |
Miller A, Harvey S, Morley D, Nemes R, Janes M, Eather N, 'Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach', Journal of Sports Sciences, 35 1846-1857 (2017) [C1] This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and se... [more] This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and session involvement. A group-randomised controlled trial in one junior netball club in the Hunter Region, NSW, Australia. Ninety female athletes (mean age = 9.04 years, SD 1.53) were randomised by team (n = 11) into the intervention (n = 41) or 9-week wait-list control (n = 49) condition. The Professional Learning for Understanding Games Education into Sport (PLUNGE into Sport) programme was undertaken in the first half of nine training sessions (9 × 30 min). The intervention exposed athletes to playing form activity through a coach development programme within training sessions. Athletes¿ decision-making, support and skill outcomes during a small-sided invasion game, and session involvement (pedometer step/min), were measured at baseline and 9-week follow-up. Linear mixed models revealed significant group-by-time intervention effects (P < 0.05) for decision-making (d = 0.4) and support (d = 0.5) during game play, and in-session activity (d = 1.2). An intervention exposing athletes to greater levels of playing form activity, delivered via a coach education programme, was efficacious in improving athlete decision-making and support skills in game play and increasing athlete involvement during sessions.
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2016 |
Henry T, Evans K, Snodgrass SJ, Miller A, Callister R, 'Risk Factors for Noncontact Ankle Injuries in Amateur Male Soccer Players: A Prospective Cohort Study', Clinical Journal of Sport Medicine, 26 251-258 (2016) [C1] Objective: To determine whether nonmodifiable and modifiable risk factors [ankle dorsiflexion range of motion (ROM), lower limb power output, and balance], as identified in presea... [more] Objective: To determine whether nonmodifiable and modifiable risk factors [ankle dorsiflexion range of motion (ROM), lower limb power output, and balance], as identified in preseason screening, predict the risk of sustaining a noncontact ankle injury in amateur male soccer players during the training and competitive season. Design: Prospective cohort study. Setting: Amateur soccer competition (club and area representative teams). Participants: Amateur soccer players (n = 210) aged =15 years. Assessment of Risk Factors (Independent Variables): Height, weight, ankle dorsiflexion ROM, power (vertical jump) and balance (time of double-leg balanced stance on an electronic wobble board, maximum 20 seconds) measured in preseason screening. Main Outcome Measures (Dependent Variable): Incidence of noncontact ankle injury and exposure to both training and games, monitored during the competitive season following baseline measurement. Noncontact ankle injury was defined as any ankle injury not caused by a collision (with another player or object) resulting in a participant missing at least 1 game or training session. Results: Fourteen of the 210 participants (6.7%) sustained a noncontact ankle injury yielding an injury rate of 0.484 injuries per 1000 player hours. Lower limb power output scores <30 W/kg [odds ratio (OR), 9.20, 95% confidence interval (CI), 1.13-75.09, P = 0.038] and poorer balance scores (OR, 0.43, 95% CI, 0.21-0.89, P = 0.024) were associated with higher odds of injury. Conclusions: Poorer lower limb power output and balance are risk factors for noncontact ankle injury among amateur soccer players. These deficits can potentially be identified by screening, providing opportunities to investigate prevention strategies.
|
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2016 |
Barnett LM, Stodden D, Cohen KE, Smith JJ, Lubans DR, Lenoir M, et al., 'Fundamental Movement Skills: An Important Focus', Journal of Teaching in Physical Education, 35 219-225 (2016) [C1]
|
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2016 |
Lubans DR, Smith JJ, Morgan PJ, Beauchamp MR, Miller A, Lonsdale C, et al., 'Mediators of psychological well-being in adolescent boys', Journal of Adolescent Health, 58 230-236 (2016) [C1] Purpose: The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to... [more] Purpose: The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to examine the potential mediating mechanisms that might explain this effect. Methods: ATLAS was evaluated using a cluster randomized controlled trial in 14 secondary schools located in low-income communities (N = 361 adolescent boys, mean age = 12.7 ±.5 years). The 20-week intervention was guided by self-determination theory and involved: professional development for teachers, provision of fitness equipment to schools, enhanced school sport sessions, researcher-led seminars, a smartphone application, and parental strategies for reducing screen time. Assessments were conducted at baseline and immediately post intervention (8 months). Psychological well-being was measured using the Flourishing Scale. Motivational regulations (intrinsic, identified, introjected, controlled, and amotivation) and basic psychological needs (autonomy, competence, and relatedness) in school sport, muscular fitness, resistance training skill competency, and recreational screen time were examined as potential mediating mechanisms of the intervention effect. Results: The intervention effect on well-being was small but statistically significant. Within a multiple mediator model, changes in autonomy needs satisfaction, recreational screen time, and muscular fitness significantly mediated the effect of the intervention on psychological well-being. Conclusions: In addition to the physical health benefits, targeted physical activity programs for adolescent boys may have utility for mental health promotion through the mechanisms of increasing autonomy support and muscular fitness and reducing screen time.
|
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2016 |
Miller A, Christensen E, Eather N, Gray S, Sproule J, Keay J, Lubans D, 'Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?', European Physical Education Review, 22 113-133 (2016) [C1] The primary objective of this study was to evaluate the efficacy of a pilot intervention using a gamecentered approach for improvement of physical activity (PA) and physical educa... [more] The primary objective of this study was to evaluate the efficacy of a pilot intervention using a gamecentered approach for improvement of physical activity (PA) and physical education (PE) outcomes simultaneously, and if this had an impact on enjoyment of PE. A group-randomized controlled trial with a 7-week wait-list control group was conducted in one primary school in the Hunter Region, NSW, Australia. Participants (n<107 students; mean age<10.7 years, SD 0.87) were randomized by class group into the Professional Learning for Understanding Games Education (PLUNGE) pilot intervention (n<52 students) or the control (n<55) conditions. PLUNGE involved 6 × 60 min PE lessons based on game-centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 7-week follow-up for fundamental movement skills (FMS) of throw and catch, game play abilities of decision making, support and skill performance; in-class PA; and enjoyment of PA. Linear mixed models revealed significant group-by-time intervention effects (p = 0.05) for throw (effect size: d<0.9) and catch (d<0.4) FMS, decision making (d<0.7) and support (d<0.9) during game play, and in-class PA (d<1.6). No significant intervention effects (p = 0.05) were observed for skills outcome during game play (d<¿0.2) or student enjoyment (d<0.1). Game-centered pedagogy delivered via a teacher professional learning program was efficacious in simultaneously improving students¿ FMS skills, in-class PA and their decision making and support skills in game play.
|
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2015 |
Miller A, Christensen EM, Eather N, Sproule J, Annis-Brown L, Lubans DR, 'The PLUNGE randomized controlled trial: Evaluation of a games-based physical activity professional learning program in primary school physical education', PREVENTIVE MEDICINE, 74 1-8 (2015) [C1]
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Nova | |||||||||
2015 |
Lubans DR, Plotnikoff RC, Miller A, Scott JJ, Thompson D, Tudor-Locke C, 'Using Pedometers for Measuring and Increasing Physical Activity in Children and Adolescents: The Next Step', American Journal of Lifestyle Medicine, 9 418-427 (2015) [C1] The science and practice of step counting in children (typically aged 6-11 years) and adolescents (typically aged 12-19 years) has evolved rapidly over a relatively brief period w... [more] The science and practice of step counting in children (typically aged 6-11 years) and adolescents (typically aged 12-19 years) has evolved rapidly over a relatively brief period with the commercial availability of research-grade pedometers and accelerometers. Recent reviews have summarized considerations for assessing physical activity using pedometers in young people (both children and adolescents), but 3 areas have received little attention: pedometer monitoring protocols, minimal (as opposed to optimal) step counts necessary for maintaining basal levels of health, and appropriate pedometer-based interventions for young people. Therefore, the objective of this review was to evaluate the current evidence and identify future research directions in these areas. The challenges of objective monitoring of physical activity in children and adolescents reinforce the importance of using protocols that minimize participant burden and the potential for tampering/reactivity. Evidence for a sedentary lifestyle cut point is limited; researchers are therefore encouraged to investigate several cut points (ie, <5000, <6000, <7000 steps/d) in children and adolescents to identify the health consequences of very low levels of ambulatory activity. Personalized messages may be necessary for health behavior change in pedometer-based interventions, but there is a need for more high-quality studies to develop the existing evidence base.
|
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2015 |
Miller A, 'Games Centered Approaches in Teaching Children & Adolescents: Systematic Review of Associated Student Outcomes', Journal of Teaching in Physical Education, 34 36-58 (2015) [C1]
|
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2014 |
Morgan PJ, Collins CE, Plotnikoff RC, Callister R, Burrows T, Fletcher R, et al., 'The 'Healthy Dads, Healthy Kids' community randomized controlled trial: A community-based healthy lifestyle program for fathers and their children', Preventive Medicine, 61 90-99 (2014) [C1] Objective: To evaluate the effectiveness of the 'Healthy Dads, Healthy Kids (HDHK)' program when delivered by trained facilitators in community settings. Method: A two-a... [more] Objective: To evaluate the effectiveness of the 'Healthy Dads, Healthy Kids (HDHK)' program when delivered by trained facilitators in community settings. Method: A two-arm randomized controlled trial of 93 overweight/obese fathers (mean [SD] age=40.3 [5.3] years; BMI=32.5 [3.8] kg/m2) and their primary school-aged children (n=132) from the Hunter Region, Australia. In 2010-2011, families were randomized to either: (i) HDHK intervention (n=48 fathers, n=72 children) or (ii) wait-list control group. The 7-week intervention included seven sessions and resources (booklets, pedometers). Assessments were held at baseline and 14-weeks with fathers' weight (kg) as the primary outcome. Secondary outcomes for fathers and children included waist, BMI, blood pressure, resting heart rate, physical activity (pedometry), and self-reported dietary intake and sedentary behaviors. Results: Linear mixed models (intention-to-treat) revealed significant between-group differences for fathers' weight (P < .001, d= 0.24), with HDHK fathers losing more weight (- 3.3. kg; 95%CI, - 4.3, - 2.4) than control fathers (0.1. kg; 95%CI, - 0.9,1.0). Significant treatment effects (P < .05) were also found for fathers' waist (d= 0.41), BMI (d= 0.26), resting heart rate (d= 0.59), energy intake (d= 0.49) and physical activity (d= 0.46) and for children's physical activity (d= 0.50) and adiposity (d= 0.07). Discussion: HDHK significantly improved health outcomes and behaviors in fathers and children, providing evidence for program effectiveness when delivered in a community setting. © 2014 Published by Elsevier Inc.
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2011 |
Morgan PJ, Lubans DR, Plotnikoff RC, Callister R, Burrows TL, Fletcher R, et al., 'The 'Healthy Dads, Healthy Kids' community effectiveness trial: Study protocol of a community-based healthy lifestyle program for fathers and their children', BMC Public Health, 11 876 (2011) [C3]
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2009 |
Miller AD, Callister R, 'Reliable lower limb musculoskeletal profiling using easily operated, portable equipment', Physical Therapy in Sport, 10 30-37 (2009) [C1]
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Show 45 more journal articles |
Conference (3 outputs)
Year | Citation | Altmetrics | Link | ||
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2022 |
Miller A, Lucido M, Xu C, Niu W, Wen Z, 'Interleukin-6 decreases dopamine availability and gene pathways related to vesicular transport and release in human induced pluripotent stem cell-derived dopaminergic neurons', BRAIN BEHAVIOR AND IMMUNITY, SWITZERLAND, Zurich (2022)
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2022 |
Mehta N, Bekhbat M, Haroon E, Li Z, Miller A, Felger J, 'Inflammation is associated with lower right amygdala to ventromedial prefrontal functional connectivity and higher right amygdala reactivity in patients with depression', BRAIN BEHAVIOR AND IMMUNITY, SWITZERLAND, Zurich (2022)
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2017 |
Sirohi D, Chen Z, Sun L, Klose T, Pierson TC, Rossmann MG, et al., 'The cryoEM structures of immature and mature Zika virus and of mature Zika virus complexed with a human monoclonal antibody', ACTA CRYSTALLOGRAPHICA A-FOUNDATION AND ADVANCES (2017)
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Report (6 outputs)
Year | Citation | Altmetrics | Link | ||
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2022 |
Sharp H, Miller A, Ledger S, Birch R, Ritchie D, 'A systematic literature review of decodable and levelled reading books', Cengage Learning Australia, 58 (2022)
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2021 |
Gore J, Miller A, Harris J, Patfield S, 'Building capacity for quality teaching in Australian schools: Victorian pilot study final report.', Paul Ramsay Foundation (2021)
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2021 |
Gore J, Miller A, Harris J, Patfield S, 'Building capacity for quality teaching in Australian schools: Queensland pilot study final report', Paul Ramsay Foundation (2021)
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Show 3 more reports |
Grants and Funding
Summary
Number of grants | 37 |
---|---|
Total funding | $27,320,546 |
Click on a grant title below to expand the full details for that specific grant.
20241 grants / $35,000
A teacher professional development program$35,000
Funding body: Malardalens University
Funding body | Malardalens University |
---|---|
Project Team | Doctor Drew Miller, Doctor Sally Patfield, Doctor Leanne Fray, Laureate Professor Jennifer Gore |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2024 |
Funding Finish | 2025 |
GNo | G2301474 |
Type Of Funding | C3400 – International For Profit |
Category | 3400 |
UON | Y |
20231 grants / $4,860,000
Strengthening teacher induction through Quality Teaching Rounds$4,860,000
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Drew Miller, Doctor Sally Patfield |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2025 |
GNo | G2300779 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
20222 grants / $260,800
Schoolteacher Food and Nutrition related Health and Wellbeing$205,800
Funding body: Teachers Health Foundation
Funding body | Teachers Health Foundation |
---|---|
Project Team | Professor Clare Collins, Doctor Tamara Bucher, Miss Tammie Jakstas, Doctor Drew Miller, Doctor Vanessa Shrewsbury |
Scheme | Research Funding |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2025 |
GNo | G2101403 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
Supporting Quality Teaching in NSW Public Schools$55,000
Funding body: Royal Prince Alfred Hospital School
Funding body | Royal Prince Alfred Hospital School |
---|---|
Project Team | Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Sally Patfield |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2200749 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
20214 grants / $236,976
Investigating the efficacy, complexity and sustainability of teacher change$107,232
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Leanne Fray, Ms Jacquie Briskham |
Scheme | Strategic Research Fund – NSW Priority Projects |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2022 |
GNo | G2001087 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
2021 College matching funding for UON PRC scheme - Priority Research Centre for Teachers and Teaching$100,000
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
---|---|
Project Team | Laureate Professor Jenny Gore (Direcotr); Dr Leanne Fray; A/Professor Jessica Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith. |
Scheme | 2021 College matching funding for UON PRC scheme |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Supporting Quality Teaching at Birrong Girls High School$27,244
Funding body: Birrong Girls High School
Funding body | Birrong Girls High School |
---|---|
Project Team | Doctor Drew Miller |
Scheme | Research Grants |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2022 |
GNo | G2101047 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Research Output Scheme Funding$2,500
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
---|---|
Project Team | Drew Miller |
Scheme | 2021 CHSF Research Output Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20207 grants / $2,971,276
Leadership Development for Middle School Leaders$1,490,881
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Associate Professor Jess Harris, Laureate Professor Jennifer Gore, Doctor Drew Miller, Mr Nathan Towney, Kylie Lipscombe, Sharon Tindall-Ford, Jessica Mantei, Kellie Buckley-Walker, Sue Bennett |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2024 |
GNo | G2001121 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Quality Teaching Rounds in NSW Government Schools$1,000,000
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Professor Elena Prieto-Rodriguez |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2023 |
GNo | G2000396 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Covid 19 Effects on Students and Teachers in NSW Government Schools in 2020$198,736
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Associate Professor Jess Harris, Doctor Drew Miller |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | G2000883 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Investigating school change: Supporting teaching, leading, assessment and learning through Quality Teaching Rounds$137,202
Funding body: Cessnock High School
Funding body | Cessnock High School |
---|---|
Project Team | Doctor Drew Miller, Associate Professor Jess Harris, Laureate Professor Jennifer Gore, Doctor Leanne Fray |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2023 |
GNo | G2000911 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
2020 Faculty matching funding for UON PRC scheme - Teachers and Teaching Research Centre$100,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Laureate Professor Jenny Gore (Director); Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Prof Bruce King; Prof David Lubans; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Prof Max Smith. |
Scheme | Faculty funding |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Supporting Quality Teaching at Kotara School$24,712
Funding body: Kotara School
Funding body | Kotara School |
---|---|
Project Team | Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Judith Foggett, Doctor Carl Leonard |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2021 |
GNo | G2001056 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Enhancing children’s physical, psychological and socio-emotional health and well-being through positive sporting experiences: A pilot study of the MASTER Coaching program$19,745
Funding body: NSW Department of Education and Communities
Funding body | NSW Department of Education and Communities |
---|---|
Project Team | Associate Professor Narelle Eather, Doctor Drew Miller, Professor Philip Morgan |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | G2000171 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
20193 grants / $211,388
Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$100,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Laureate Professor Jenny Gore; Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Professor Bruce King; Professor David Lubans; Mr Andrew Lyell; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith. |
Scheme | Faculty funding |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Quality Teaching@UON’$86,300
Funding body: The University of Newcastle
Funding body | The University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Andrew Miller, Doctor Leanne Fray, Doctor Sally Patfield, Doctor Elena Prieto-Rodriguez |
Scheme | Vice-Chancellor’s Strategic Initiatives Fund |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Movement-Oriented Game based Assessment (MOGBA)$25,088
Funding body: Youth Sport Trust
Funding body | Youth Sport Trust |
---|---|
Project Team | Doctor Drew Miller |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | G1901410 |
Type Of Funding | C3500 – International Not-for profit |
Category | 3500 |
UON | Y |
20187 grants / $18,072,256
Building Capacity for Quality Teaching in Australian Schools$17,271,959
Funding body: Paul Ramsay Foundation
Funding body | Paul Ramsay Foundation |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Doctor Leanne Fray, Doctor Sally Patfield, Professor David Lubans, Professor Max Smith, Doctor Julie Bowe, Professor Elena Prieto-Rodriguez, Professor Max Smith |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2023 |
GNo | G1800227 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
Investigating the efficacy, complexity and sustainability of teacher change$597,776
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Professor Elena Prieto-Rodriguez, Professor David Lubans, Professor Peter Howley, Ms Caitlin Field |
Scheme | Discovery Projects |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2021 |
GNo | G1601525 |
Type Of Funding | C1200 - Aust Competitive - ARC |
Category | 1200 |
UON | Y |
Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$160,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Julie Bowe; Laureate Professor Jenny Gore (Director); Dr Jess Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith; Professor Geoff Whitty; Dr Leanne Fray; Mr Andrew Lyell; Professor Bruce King; Dr Adam Lloyd; Professor David Lubans. |
Scheme | Faculty funding |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Enhancing children’s physical, psychological and socio-emotional health and well-being through positive sporting experiences: A pilot study of the MASTER Coaching program$20,000
Funding body: Hunter Medical Research Institute
Funding body | Hunter Medical Research Institute |
---|---|
Project Team | Associate Professor Narelle Eather, Professor Philip Morgan, Doctor Drew Miller, Doctor Myles Young |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | G1900032 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
UON analysis of Quality Teaching lesson excerpts$17,521
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Doctor Drew Miller, Associate Professor Jess Harris |
Scheme | Small Research Consultancy |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | G1800864 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
The MASTER Coaching Program: Creating positive sporting experiences for players through coach education$3,000
Funding body: Souths Rugby League Club
Funding body | Souths Rugby League Club |
---|---|
Project Team | Associate Professor Narelle Eather, Doctor Drew Miller, Professor Philip Morgan |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | G1800909 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
ISBNPA Annual Meeting, Hong Kong, 3-6 June 2018$2,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Drew Miller |
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20173 grants / $43,080
Assessment for Graduate Teaching (AfGT)$27,660
Funding body: Australian Institute for Teaching and School Leadership (AITSL)
Funding body | Australian Institute for Teaching and School Leadership (AITSL) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor John Fischetti, Associate Professor Jess Harris, Doctor Drew Miller, Associate Professor Robert Parkes, Mr Rob Metcalfe, Associate Professor Larissa Mclean Davies |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701198 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
HMRI Equipment Grant$8,820
Funding body: NSW Ministry of Health
Funding body | NSW Ministry of Health |
---|---|
Project Team | Associate Professor Narelle Eather, Doctor Jordan Smith, Doctor Nick Riley, Doctor Drew Miller |
Scheme | Medical Research Support Program (MRSP) |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701226 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
The Physical Literacy Program - evaluation of student outcomes$6,600
Funding body: International Football School
Funding body | International Football School |
---|---|
Project Team | Doctor Drew Miller, Associate Professor Narelle Eather, Doctor Nick Riley |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2028 |
GNo | G1700833 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
20162 grants / $369,091
Faculty matching funding for UON PRC scheme 2016/17$200,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Prof Max Smith; Prof Penny Jane Bourke, Prof Tracy Levett Jones; Dr Elena Prieto-Rodriguez; Dr Drew Miller; Dr Adam Lloyd; Dr Leanne Fray; Dr Jess Harris; Mr Hywel Ellis |
Scheme | Faculty funding |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Learning Impact: Evaluation of QuickSmart Maths$169,091
Funding body: Social Ventures Australia
Funding body | Social Ventures Australia |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Professor Elena Prieto-Rodriguez, Associate Professor Jess Harris, Doctor Adam Lloyd, Doctor Leanne Fray |
Scheme | Learning Impact Fund |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2018 |
GNo | G1600614 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20152 grants / $95,429
A National and Sustainable Sports-Based Intervention to Promote Mental Health and Reduce the Risk of Mental Health Problems in Australian Adolescent Males$93,429
Funding body: Movember Foundation
Funding body | Movember Foundation |
---|---|
Project Team | Doctor Drew Miller, Dr Stewart Vella |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2016 |
GNo | G1501407 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
2015 International Association for Physical Education in Higher Education (AIESEP): International Conference, Madrid Spain, 8-11 July 2015$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Drew Miller |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500595 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20143 grants / $159,500
National Exceptional teachers for Disadvantaged School Projects$140,000
Funding body: Origin Foundation
Funding body | Origin Foundation |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Margot Ford, Associate Professor Joanne Ailwood, Doctor Drew Miller |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | G1301438 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
The Quality Teaching Professional Learning Project$18,000
Funding body: Diocese of Maitland-Newcastle Catholic Schools Office
Funding body | Diocese of Maitland-Newcastle Catholic Schools Office |
---|---|
Project Team | Doctor Drew Miller, Ms Cheryl Williams |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | G1401205 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
Scottish Educational Research Association Annual Conference, Edinburgh, United Kingdom, 19 - 21 November 2014.$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Drew Miller |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400888 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20132 grants / $5,750
Professional Learning for Understanding Games Education (PLUNGE) Plus.$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Drew Miller |
Scheme | New Staff Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1300596 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
AARE 2013 (Australian Association for Research in Education), Hilton Adelaide, 1-5 December 2013$750
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Drew Miller |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1301068 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | Masters | A Systematic Literature Review Of Decodable And Levelled Reading Books For Reading Instruction In Primary School Contexts: An Evaluation Of Quality Research Evidence | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Development and Evaluation of a Novel Approach to Optimising Schoolteacher Food and Nutrition Related Health and Wellbeing | PhD (Nutrition & Dietetics), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2020 | PhD | Multilevel Structural Equation Modelling of Complex Educational Data: Investigation of the Relationship Between Teaching Quality and Student Achievement | PhD (Statistics), College of Engineering, Science and Environment, The University of Newcastle | Co-Supervisor |
2019 | PhD | Capitalising on Collegiality: Investigating the Impact of High-Quality Collaborative Professional Development on Teachers' Social Capital and Students' Achievement | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | Evaluating the Effectiveness of the MASTER Coaching Program as a Coach Development Tool for Improving Coaching Practices of Football Coaches and for Improving a Range of Player Outcomes | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | A Critical Investigation of Implementation Science as a Lens for Scaling Interventions in Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | The Relationship between Professional Development Opportunities and Teacher Self-efficacy Beliefs: A mixed-method hermeneutic phenomenology study | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Nutrition Across the Primary School Curriculum: Development and Evaluation of an Integrative Nutrition and Portion Size Education Program | PhD (Nutrition & Dietetics), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2020 | PhD | Nutrition Education and Assessment Methods for Children: an Investigation of Methods, Current Nutrition Education Practices and Opportunities in Australian Primary Schools | PhD (Nutrition & Dietetics), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2019 | PhD | Barriers to Effective Educational Outcomes in Disadvantaged High School Communities and the Impact of a Whole-Person Approach to Schooling | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
News
News • 13 Oct 2020
Quality Teaching Academy launched
Teachers across Australia will have access to high-quality professional development and a suite of evidence-based resources with the launch of the Quality Teaching Academy today.
News • 26 Jul 2018
More than 30,000 teachers to benefit from education funding boost
Improving the quality of school teaching is a global concern at the heart of a visionary education program soon to be rolled out in Australian schools.
News • 1 Feb 2017
Fathers often overlooked in children’s obesity prevention programs
Study finds dads often absent from studies that test best ways to treat obesity in children.
News • 21 May 2014
Preparing our brightest student teachers for schools in need
More than 30 promising student teachers at the University of Newcastle Central Coast campus will be the first in NSW to participate in a national program designed to prepare them for successful careers in low socio-economic status (SES) schools.
Dr Drew Miller
Position
Senior Lecturer
Teachers and Teaching Research Centre
School of Education
College of Human and Social Futures
Focus area
Education
Contact Details
andrew.miller@newcastle.edu.au | |
Phone | (02) 434 84 214 |
Office
Room | CT318 |
---|---|
Building | CT Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |