Shirley O'Neill

Shirley O’Neill is Professor of Language and Literacies in the School of Linguistics, Adult and Specialist Education, and the Coordinator of the Applied Linguistics Discipline at the University of Southern Queensland. As an educator in pre-service teacher education she has a special interest in reading and writing, classroom dialogue, building students’ literacy and numeracy capacity and knowledge building. Her research and teaching includes learning and assessment, school improvement, GAMMA pedagogy, ESL/EFL learners, and service learning. She has extensive experience in research and evaluation, assessment and teaching/teacher professional development and has worked in schools in Australia and the UK, and in school review, curriculum and policy development, and student assessment state-wide. Dr O’Neill is founder and co-president of the International Society for Leadership in Pedagogies and Learning, and founder and Editor-in-Chief of the peer reviewed cross-disciplinary International Journal of Pedagogies and Learning. The aim of the journal is to publish high quality research that focuses on the essence of pedagogy and related issues and trends. The society seeks to bring researchers and teachers together to improve pedagogy across sectors and disciplines within an ecological and sustainable development framework.

Publications

Technology-Enhanced Formative Assessment Practices in Higher Education

Considering the permeation of various mobile and internet technologies into daily life, their extension into the context of learning and work is unsurprising. With a global push...

Are You Feeding Back or Is It Taking Students Forward?: Changing the Traditional Narrative to Ensure a Dialogic Approach in Formative Assessment

The idea of feedback in education is accepted as vital in students' learning experience as a key to their success. Moreover, there is a growing recognition that for formative...

Formative Assessment via Video Feedback on Practicum: Implications for Higher Education and Professional Teacher Accreditation Bodies

University program leaders in conjunction with accreditation bodies, create Initial Teacher Education programs. These programs provide the knowledge and practice opportunities...

Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities

The development and implementation of effective teacher education programs requires evaluating current processes and optimizing them for future improvements. This ensures that a...

Positioning Preservice Teacher Formative Assessment in the Literature

This text explores Formative Assessment Practices (FAP) for Preservice Teacher Practicum Feedback and focuses on emerging opportunities from a study conducted in Australia over...

Video Feedback on Practicum: Demonstrating Effective Pedagogy and Making Children's Progress Explicit

This chapter highlights how the use of video feedback can support preservice teachers' understanding of how to improve the ways in which they scaffold and monitor...

Formative Assessment via Video Feedback on Practicum: Implications for Higher Education and Professional Teacher Accreditation Bodies

University program leaders in conjunction with accreditation bodies, create Initial Teacher Education programs. These programs provide the knowledge and practice opportunities...

School Leadership and Pedagogical Reform: Building Student Capacity

This chapter explores the journey of one Australian primary school that participated in an internationally renowned school revitalization project, where the nature and quality of...