Sharon is an Associate Professor in Education at the University of Wollongong, her research has focused on making a positive change for school students, pre and in-service teachers. Her work in cognitive load theory (CLT) has investigated how CLT effects of modality, imagination and self -management can inform teachers’ instructional design to support student learning.
Her more recent research has focused on two key inter-related areas: educational policy and school leader professional development, with a specific focus on school middle leaders and the development of social emotional educational leadership.
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.
Year | Title |
---|---|
2022 |
Published In
Mentoring and Tutoring: Partnership in Learning
|
2021 |
Published In
Australian Educational Leader (AEL)
|
2021 |
Published In
Educational Studies
|
2021 |
Published In
Educational Management Administration and Leadership
|
2020 |
Published In
International Studies in Educational Administration
|
2020 |
Published In
School Leadership and Management
|
2020 |
Published In
Asia-Pacific Journal of Teacher Education
|
2019 |
Published In
Educational Psychology Review
|
2019 |
Published In
Leading and Managing
|
2019 |
Published In
Educational Management, Administration and Leadership
|
2019 |
Published In
Asia-Pacific Journal of Teacher Education
|
2019 |
Published In
Teacher Development
|
2018 |
Published In
Australian Journal of Teacher Education
|
2016 |
Published In
Applied Cognitive Psychology
|
2015 |
Published In
Educational Technology and Society
|
2015 |
Published In
Educational Psychology Review
|
2014 |
Published In
The International Journal of Early Childhood Learning
|
2013 |
Published In
Computers and Education
|
2010 |
Published In
The International Journal of Learning
|
2008 |
Published In
Synergy (Sydney)
|
Year | Title |
---|---|
2021 |
Published In
The Cambridge Handbook of Multimedia Learning
Publisher
: Cambridge University Press
|
2021 |
Published In
The Cambridge Handbook of Multimedia Learning
Publisher
: Cambridge University Press (CUP)
|
2020 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
United Kingdom
|
2020 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
United Kingdom
|
2020 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
United Kingdom
|
2020 |
Published In
Oxford Research Encyclopedia of Education
Publisher
: Oxford University Press
|
2020 |
Published In
Oxford Research Encyclopedia of Education
Publisher
: Oxford University Press (OUP)
|
2020 |
Published In
Teacher Education in Globalised Times: Local Responses in Action
Publisher
Singapore
|
2019 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
Routledge
|
2019 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
: Routledge
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
: Taylor & Francis
|
2019 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
: Routledge
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
: Taylor & Francis
|
2017 |
Published In
Educating Future Teachers: Innovative Perspectives in Professional Experience
Publisher
: Springer Singapore
|
2017 |
Published In
Educating Future Teachers: Innovative Perspectives in Professional Experience
Publisher
: Springer Singapore
|
2016 |
Published In
Educational Technologies: Challenges, Applications and Learning Outcomes
Publisher
New York
|
2014 |
Published In
Handbook of Human Centric Visualization
Publisher
New York, United States
|
Year | Title |
---|---|
2016 |
Published In
AERA 2016 Annual Meeting
|
2015 |
Published In
8th Cognitive Load Theory Conference
|
2015 |
How primary school students can self-manage cognitive load when presented with redundant information
Published In
8th Cognitive Load Theory Conference
|
2015 |
Published In
8th Cognitive Load Theory Conference
|
2015 |
Published In
8th Cognitive Load Theory Conference
|
2013 |
Published In
6th International Cognitive Load Theory Conference
|
2013 |
Published In
The 6th International Cognitive Load Theory Conference
|
2011 |
Published In
World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011
|
2008 |
Published In
International Conference on Learning and Teaching
|
Year | Title |
---|---|
2021 |
Year | Title |
---|---|
2021 - 2024 | Awarded by: Funding Scheme: Discovery Projects |
Degree | Research Title | Advisee | |
---|---|---|---|
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? | ||
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 (Integrated) | Do the Current Teacher Accreditation Standards Support Experienced Proficient Teachers to Develop their Teaching Capabilities and Develop Teacher Professionalism in Schools? | Roden, Clare | |
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 Education | Educational Leadership | Cox, Sharyn |
Year | Title |
---|---|
2022 |
Published In
Mentoring and Tutoring: Partnership in Learning
|
2021 |
Published In
Australian Educational Leader (AEL)
|
2021 |
Published In
Educational Studies
|
2021 |
Published In
Educational Management Administration and Leadership
|
2020 |
Published In
International Studies in Educational Administration
|
2020 |
Published In
School Leadership and Management
|
2020 |
Published In
Asia-Pacific Journal of Teacher Education
|
2019 |
Published In
Educational Psychology Review
|
2019 |
Published In
Leading and Managing
|
2019 |
Published In
Educational Management, Administration and Leadership
|
2019 |
Published In
Asia-Pacific Journal of Teacher Education
|
2019 |
Published In
Teacher Development
|
2018 |
Published In
Australian Journal of Teacher Education
|
2016 |
Published In
Applied Cognitive Psychology
|
2015 |
Published In
Educational Technology and Society
|
2015 |
Published In
Educational Psychology Review
|
2014 |
Published In
The International Journal of Early Childhood Learning
|
2013 |
Published In
Computers and Education
|
2010 |
Published In
The International Journal of Learning
|
2008 |
Published In
Synergy (Sydney)
|
Year | Title |
---|---|
2021 |
Published In
The Cambridge Handbook of Multimedia Learning
Publisher
: Cambridge University Press
|
2021 |
Published In
The Cambridge Handbook of Multimedia Learning
Publisher
: Cambridge University Press (CUP)
|
2020 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
United Kingdom
|
2020 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
United Kingdom
|
2020 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
United Kingdom
|
2020 |
Published In
Oxford Research Encyclopedia of Education
Publisher
: Oxford University Press
|
2020 |
Published In
Oxford Research Encyclopedia of Education
Publisher
: Oxford University Press (OUP)
|
2020 |
Published In
Teacher Education in Globalised Times: Local Responses in Action
Publisher
Singapore
|
2019 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
Routledge
|
2019 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
: Routledge
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
: Taylor & Francis
|
2019 |
Published In
Advances in Cognitive Load Theory: Rethinking Teaching
Publisher
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
: Routledge
|
2019 |
Published In
Advances in Cognitive Load Theory
Publisher
: Taylor & Francis
|
2017 |
Published In
Educating Future Teachers: Innovative Perspectives in Professional Experience
Publisher
: Springer Singapore
|
2017 |
Published In
Educating Future Teachers: Innovative Perspectives in Professional Experience
Publisher
: Springer Singapore
|
2016 |
Published In
Educational Technologies: Challenges, Applications and Learning Outcomes
Publisher
New York
|
2014 |
Published In
Handbook of Human Centric Visualization
Publisher
New York, United States
|
Year | Title |
---|---|
2016 |
Published In
AERA 2016 Annual Meeting
|
2015 |
Published In
8th Cognitive Load Theory Conference
|
2015 |
How primary school students can self-manage cognitive load when presented with redundant information
Published In
8th Cognitive Load Theory Conference
|
2015 |
Published In
8th Cognitive Load Theory Conference
|
2015 |
Published In
8th Cognitive Load Theory Conference
|
2013 |
Published In
6th International Cognitive Load Theory Conference
|
2013 |
Published In
The 6th International Cognitive Load Theory Conference
|
2011 |
Published In
World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011
|
2008 |
Published In
International Conference on Learning and Teaching
|
Year | Title |
---|---|
2021 |
Year | Title |
---|---|
2021 - 2024 | Awarded by: Funding Scheme: Discovery Projects |
Degree | Research Title | Advisee | |
---|---|---|---|
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? | ||
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 (Integrated) | Do the Current Teacher Accreditation Standards Support Experienced Proficient Teachers to Develop their Teaching Capabilities and Develop Teacher Professionalism in Schools? | Roden, Clare | |
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 Education | Educational Leadership | Cox, Sharyn |