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Tindall-Ford, Sharon K. Associate Professor

Faculty Member

  • Faculty of Social Sciences
  • School of Education

Overview


Sharon’s research has been focused on making a positive change for school students, pre-service teachers and teachers. Her work in cognitive load theory (CLT) has focused on three effects: modality, imagination and self-management. Over 20 years of experience, Sharon has investigated how these CLT effects inform instructional design to support student learning.  Her more recent research has been focused on two key inter-related areas: teacher policy (including teacher education) and pre-service and teacher learning.

 

Sharon has led and contributed to research supported by university funding and from education organisations. She has co-published 21 academic publications and as of January 2019, her Google Scholar profile lists more than 1031 citations and a h-index of 8.

 

Sharon is a member of the Faculty of Social Sciences research group - Centre for Higher Education Research, Innovation and Impact (CHERII), this research group focuses on the investigation of higher education issues relating to student equity, the student learning experience, teacher design practices, discipline specific pedagogy, and teacher education.

Top Publications


Research Overview


  • Cognitive Load Theory
    Teacher Education
    Teacher Professional Learning
    Education Policy

Selected Publications


Potential Supervision Topics


  • Cognitive Load Theory
    Teacher Education
    Teacher Professional Development
    Teacher and Education Policy

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy (Integrated) Enhancing emotional and professional wellbeing through mentoring and learning relationships
    Doctor of Philosophy Coming into the Third Space: What Motivates Primary School Educators to Work in Partnership with Tertiary Institutions to Prepare Pre-Service Teachers? Green, Corinne
    Doctor of Philosophy (Integrated) Investigating the Impact of Mandatory Accreditation on New South Wales Teachers' Lives and Work Hsu, Ching-Wen
    Doctor of Philosophy (Integrated) The Effects of Contemplative Education in the Form of a Mindful Aural and Visual Observation Program on the Development of Students' Empathy Lear, Peter
    Doctor of Philosophy Investigating the effectiveness of product-oriented and process-oriented worked examples to support pre-service teachers engaging with the NSW Quality Teaching Model Sozio, Gerardo
    Doctor of Philosophy (Integrated) Embodied Cognition and ICT Interfaces Sepp, Stuart

Full Name


  • Sharon Tindall- Ford

Top Publications


Research Overview


  • Cognitive Load Theory
    Teacher Education
    Teacher Professional Learning
    Education Policy

Selected Publications


Potential Supervision Topics


  • Cognitive Load Theory
    Teacher Education
    Teacher Professional Development
    Teacher and Education Policy

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy (Integrated) Enhancing emotional and professional wellbeing through mentoring and learning relationships
    Doctor of Philosophy Coming into the Third Space: What Motivates Primary School Educators to Work in Partnership with Tertiary Institutions to Prepare Pre-Service Teachers? Green, Corinne
    Doctor of Philosophy (Integrated) Investigating the Impact of Mandatory Accreditation on New South Wales Teachers' Lives and Work Hsu, Ching-Wen
    Doctor of Philosophy (Integrated) The Effects of Contemplative Education in the Form of a Mindful Aural and Visual Observation Program on the Development of Students' Empathy Lear, Peter
    Doctor of Philosophy Investigating the effectiveness of product-oriented and process-oriented worked examples to support pre-service teachers engaging with the NSW Quality Teaching Model Sozio, Gerardo
    Doctor of Philosophy (Integrated) Embodied Cognition and ICT Interfaces Sepp, Stuart

Full Name


  • Sharon Tindall- Ford

Geographic Focus