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Tindall-Ford, Sharon Associate Professor

Faculty Member

  • Faculty of the Arts, Social Sciences and Humanities
  • School of Education

Overview


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.

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 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

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 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

Full Name


  • Sharon Tindall- Ford

Geographic Focus