Professor Robyn Gillies
Professor

Robyn Gillies

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Phone: 
+61 7 336 56541

Background

Professor Robyn Gillies' major research interests are in the learning sciences, classroom discourses, small group processes, including co-regulated learning, classroom instruction, student behaviour, and students with disabilities. Professor Robyn Gillies has worked extensively in both primary and secondary schools to embed STEM education initiatives into the science curriculum. This includes helping teachers to embed inquiry skills into the science curricula so they capture students’ interests, provide opportunities for them to explore possible solutions to problems, explain phenomena, elaborate on potential outcomes, and evaluate findings. In short, through these investigations, students learn how to engage critically and constructively with others’ ideas, challenge and rebut proposals, and discuss alternative propositions. In so doing, they learn to talk and reason effectively together. These STEM education initiatives have been funded by research grants and contracts from the Australian Research Council, the Department of Education and Training (DET), the Queensland Museum Network (QMN), and the Office of Learning and Teaching (OLT). Professor Gillies is a Chief Investigator on the Science of Learning Research Centre (SLRC) where she has been instrumental in implementing two recent science-based research projects in primary and secondary schools to help teachers embed inquiry-science pedagogy into their science curricula. Her recommendations on how teachers can translate research into practice have been widely profiled in the international literature and on the website of the Smithsonian Science Education Center in Washington, DC.

Availability

Professor Robyn Gillies is:
Available for supervision
Media expert

Fields of research

Education Education systems

Qualifications

  • Bachelor of Educational Studies, The University of Queensland
  • Masters (Coursework) of Educational Studies (Adv), The University of Queensland
  • Doctor of Philosophy, The University of Queensland
  • Bachelor (Honours) of Science (Advanced), University of Southern Queensland

Research interests

  • Learning sciences

    Learning and teaching

  • Classroom discourses

    Teacher and student classroom discourses

  • Cooperative learning

  • Classroom instruction

    Pedagogical practices in the classroom

  • Educational psychology

  • Classroom behaviour

  • Guidance, Counselling and Careers

Search Professor Robyn Gillies’s works on UQ eSpace

278 works between 1989 and 2025
All (278) Journal Article (186) Book Chapter (42) Conference Publication (31) Book (11) Other Outputs (3) Edited Outputs (5)

41 - 60 of 278 works

2021

Conference Publication

Intervention Study For Teachers In Indonesia To Engage With Twice-exceptional Children In The Classroom

Maliha, Siti, Newcombe, Peter, Gillies, Robyn and Mangunsong, Frieda (2021). Intervention Study For Teachers In Indonesia To Engage With Twice-exceptional Children In The Classroom. 14th Annual International Conference of Education, Research and Innovation, Online, 8-9 November 2021. Valencia, Spain: IATED. doi: 10.21125/iceri.2021.0501

Intervention Study For Teachers In Indonesia To Engage With Twice-exceptional Children In The Classroom

2021

Journal Article

Second language teachers’ perceptions of their pedagogical practices, collaborations, and relationships with other teachers through professional development

Smala, Simone, Gillies, Robyn, McLay, Katherine and Ngyuen, Huong (2021). Second language teachers’ perceptions of their pedagogical practices, collaborations, and relationships with other teachers through professional development. Australian Journal of Teacher Education, 46 (9), 39-54. doi: 10.14221/ajte.2021v46n9.3

Second language teachers’ perceptions of their pedagogical practices, collaborations, and relationships with other teachers through professional development

2021

Journal Article

Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning

Alvi, Effat and Gillies, Robyn M. (2021). Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning. Educational Studies, 50 (4), 1-23. doi: 10.1080/03055698.2021.1966757

Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning

2021

Journal Article

Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels

Alvi, Effat and Gillies, Robyn M. (2021). Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels. Educational Review, 75 (4), 1-23. doi: 10.1080/00131911.2021.1948390

Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels

2021

Journal Article

The adaptation of a Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), the Student Subjective Well-Being Scale in the Indonesian context [Adaptasi BASWBSS, Skala Kesejahteraan Subjektif Siswa dalam Konteks Indonesia]

Prasetyawati, Wuri, Rifameutia, Tjut, Gillies, Robyn and Newcombe, Peter A. (2021). The adaptation of a Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), the Student Subjective Well-Being Scale in the Indonesian context [Adaptasi BASWBSS, Skala Kesejahteraan Subjektif Siswa dalam Konteks Indonesia]. ANIMA Indonesian Psychological Journal, 36 (2), 184-203. doi: 10.24123/aipj.v36i2.2277

The adaptation of a Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), the Student Subjective Well-Being Scale in the Indonesian context [Adaptasi BASWBSS, Skala Kesejahteraan Subjektif Siswa dalam Konteks Indonesia]

2021

Journal Article

A case study: using a neuro-physiological measure to monitor students’ interest and learning during a micro:bit activity

Tan, Aik Lim , Gillies, Robyn and Jamaludin, Azilawati (2021). A case study: using a neuro-physiological measure to monitor students’ interest and learning during a micro:bit activity. Education Sciences, 11 (8) 379, 1-14. doi: 10.3390/educsci11080379

A case study: using a neuro-physiological measure to monitor students’ interest and learning during a micro:bit activity

2021

Journal Article

Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff

Li, Wen, Gillies, Robyn, He, Mingyu, Wu, Changhao, Liu, Shenjun, Gong, Zheng and Sun, Hong (2021). Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff. Human Resources for Health, 19 (1) 64, 64. doi: 10.1186/s12960-021-00609-9

Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff

2021

Journal Article

Teacher questions: Mediated-learning behaviors involved in teacher-student interaction during whole-class instruction in Chinese English classrooms

Liu, Huifang and Gillies, Robyn M. (2021). Teacher questions: Mediated-learning behaviors involved in teacher-student interaction during whole-class instruction in Chinese English classrooms. Frontiers in Education, 6 674876. doi: 10.3389/feduc.2021.674876

Teacher questions: Mediated-learning behaviors involved in teacher-student interaction during whole-class instruction in Chinese English classrooms

2021

Journal Article

Constraints of cooperative learning in university classrooms: a qualitative study in Iran and Australia

Keramati, Mohammad Reza and Gillies, Robyn M. (2021). Constraints of cooperative learning in university classrooms: a qualitative study in Iran and Australia. Iranian Journal of Comparative Education, 4 (1), 958-972. doi: 10.22034/ijce.2020.254377.1234

Constraints of cooperative learning in university classrooms: a qualitative study in Iran and Australia

2020

Conference Publication

Stay Connected: Using Social Media in a Longitudinal Study

Prasetyawati, Wuri, Gillies, Robyn, Rifameutia, Tjut and Newcombe, Peter (2020). Stay Connected: Using Social Media in a Longitudinal Study. Joint proceedings of the 3rd International Conference on Intervention and Applied Psychology (ICIAP 2019) and the 4th Universitas Indonesia Psychology Symposium for Undergraduate Research (UIPSUR 2019), West Java, Indonesia, 25-26 October 2019. Amsterdam, Netherlands: Atlantis Press. doi: 10.2991/assehr.k.201125.029

Stay Connected: Using Social Media in a Longitudinal Study

2020

Journal Article

Dialogic teaching during cooperative inquiry-based science: a case study of a year 6 classroom

Gillies, Robyn M. (2020). Dialogic teaching during cooperative inquiry-based science: a case study of a year 6 classroom. Education Sciences, 10 (11) 328, 328-348. doi: 10.3390/educsci10110328

Dialogic teaching during cooperative inquiry-based science: a case study of a year 6 classroom

2020

Journal Article

Teachers' pedagogical practices and students' learning experiences in an Ethiopian university setting

Tadesse, Tefera, Manathunga, Catherine and Gillies, Robyn M. (2020). Teachers' pedagogical practices and students' learning experiences in an Ethiopian university setting. Asian Journal of University Education, 16 (2), 205-225. doi: 10.24191/AJUE.V16I2.8994

Teachers' pedagogical practices and students' learning experiences in an Ethiopian university setting

2020

Journal Article

Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments

MacMahon, Stephanie, Carroll, Annemaree and Gillies, Robyn M. (2020). Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments. Learning Environments Research, 23 (3), 379-393. doi: 10.1007/s10984-020-09312-3

Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments

2020

Journal Article

Teachers and the teaching of self-regulated learning (SRL): the emergence of an integrative, ecological model of SRL-in-context

Alvi, Effat and Gillies, Robyn M. (2020). Teachers and the teaching of self-regulated learning (SRL): the emergence of an integrative, ecological model of SRL-in-context. Education Sciences, 10 (4) 98, 98. doi: 10.3390/educsci10040098

Teachers and the teaching of self-regulated learning (SRL): the emergence of an integrative, ecological model of SRL-in-context

2020

Journal Article

Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study

Alvi, Effat and Gillies, Robyn M. (2020). Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study. European Journal of Teacher Education, 44 (2), 1-23. doi: 10.1080/02619768.2020.1728739

Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study

2020

Journal Article

Shifting the instructional paradigm in higher education classroomsin Ethiopia: what happens when we use cooperative learning pedagogies more seriously?

Tradesse, Tefera, Gillies, Robyn M. and Manathunga, Catherine (2020). Shifting the instructional paradigm in higher education classroomsin Ethiopia: what happens when we use cooperative learning pedagogies more seriously?. International Journal of Educational Research, 99 101509, 101509. doi: 10.1016/j.ijer.2019.101509

Shifting the instructional paradigm in higher education classroomsin Ethiopia: what happens when we use cooperative learning pedagogies more seriously?

2020

Book Chapter

Interpersonal Relationships and Children with Autism Spectrum Disorder: Perspectives from Theory of Mind and Neuroscience

Gillies, Robyn M. (2020). Interpersonal Relationships and Children with Autism Spectrum Disorder: Perspectives from Theory of Mind and Neuroscience. Handbook of Educational Psychology and Students with Special Needs. (pp. 534-556) edited by Andrew J. Martin, Rayne A. Sperling and Kristie J. Newton. New York, NY United States: Routledge. doi: 10.4324/9781315100654-25

Interpersonal Relationships and Children with Autism Spectrum Disorder: Perspectives from Theory of Mind and Neuroscience

2020

Book

Inquiry-based science education

Gillies, Robyn M. (2020). Inquiry-based science education. Boca Raton, FL, United States: CRC Press. doi: 10.1201/9780429299179

Inquiry-based science education

2020

Book Chapter

Building a secure learning environment through social connectedness

Cunnington, Ross, MacMahon, Stephanie, Sherwell, Chase and Gillies, Robyn (2020). Building a secure learning environment through social connectedness. Building a secure learning environment through social connectedness. (pp. 112-124) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429027833-8

Building a secure learning environment through social connectedness

2020

Book Chapter

Cooperative group work

Gillies, Robyn M. (2020). Cooperative group work. The encyclopedia of child and adolescent development. (pp. 1-11) edited by Stephen Hupp and Jeremy D. Jewell. Hoboken, NJ, United States: John Wiley & Sons. doi: 10.1002/9781119171492.wecad264

Cooperative group work

Past funding

  • 2022 - 2023
    Contract for intellectual services relative to the global network of learning schools
    Organisation for Economic Co-operation and Development
    Open grant
  • 2020 - 2023
    'We need to talk' : Genomics and disability
    MRFF Genomics Health Futures Mission, Project Grant administered by AusIndustry
    Open grant
  • 2018 - 2021
    Community-based STEM professional learning for teachers of middle years
    ARC Linkage Projects
    Open grant
  • 2015 - 2018
    QGC/QMN STEM Education Partnership Program: A Professional Learning, Research and Evaluation Plan for 2015 and 2016
    Queensland Museum
    Open grant
  • 2015 - 2019
    School-wide approaches for developing social and emotional wellbeing: New understandings of positive identities, emotions and learning in adolescents
    ARC Linkage Projects
    Open grant
  • 2014 - 2015
    Queensland Primary Teachers' Professional Development Model for Collaborative Multimodal Inquiry Practices in Science: Responding to the Demands of the Australian Curriculum.
    Queensland Department of Education, Training and Employment
    Open grant
  • 2014 - 2015
    Step up! Transforming mathematics and science pre-service secondary teacher education in Queensland
    Open grant
  • 2013 - 2019
    The Science of Learning Research Centre
    ARC Special Research Initiative for a Science of Learning Research Centre
    Open grant
  • 2011 - 2015
    Investing in our Disadvantaged Youth: New School-Wide Approaches to Understanding and Improving School Engagement and Social Connectedness
    ARC Linkage Projects
    Open grant
  • 2011 - 2012
    2011 UQ Trans-Pacific Fellowship - Resilience in Sport: A Cross-National Comparison
    UQ Trans-Pacific Fellowship
    Open grant
  • 2011 - 2014
    Supporting schools and teachers to improve students' reading achievement in rural communities
    ARC Linkage Projects
    Open grant
  • 2011 - 2013
    Transforming primary teachers' representational practices: Effects on students' scientific reasoning and discourse within contemporary sciences
    ARC Discovery Projects
    Open grant
  • 2009 - 2012
    Inquiry Teaching in Mathematics: Accelerating the process of change
    ARC Linkage Projects
    Open grant
  • 2008 - 2009
    Comparative effectiveness of two strategic and meta-cognitive questioning approaches on children s explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based learning
    ARC Discovery Projects
    Open grant
  • 2007 - 2008
    The effects of teacher and student dialogues during cooperative learning on students' discourse, problem-solving, and learning
    ARC Discovery Projects
    Open grant
  • 2005 - 2007
    Effects of training teachers in communication skills during cooperative learning on classroom discourse social inclusion and learning among middle-year students.
    ARC Discovery Projects
    Open grant
  • 2004 - 2005
    School Reform and Literacy In Secondary Schools
    UQ FirstLink Scheme
    Open grant
  • 2004 - 2005
    The effects of cooperative learning and communication training on classroom discourse, social inclusion, and learning among primary school students
    University of Queensland Research Development Grants Scheme
    Open grant
  • 2002
    The effectiveness of peer collaboration compared with teacher-directed instruction for students with learning difficulties in writing
    University of Queensland Research Development Grants Scheme
    Open grant
  • 2001 - 2002
    Effects of teacher/student interactions in cooperative learning on the development of small group communication and prosocial behaviours in children during the middle years of schooling
    UQ Foundation Research Excellence Awards - DVC(R) Funding
    Open grant
  • 1999 - 2001
    Effects of Cooperative Learning on Young Adolescents' Learning and Small Group Interactions
    ARC Australian Research Council (Large grants)
    Open grant

Availability

Professor Robyn Gillies is:
Available for supervision

Before you email them, read our advice on how to contact a supervisor.

Supervision history

Current supervision

  • Master Philosophy

    Pedagogies that promote cognitivee and academic success

    Principal Advisor

  • Doctor Philosophy

    Dialogic Pedagogy and the Impact on Gender Equality in Classroom Interactions

    Principal Advisor

    Other advisors: Professor Deborah Brown

  • Doctor Philosophy

    Built In or Bolt On? A Policy Analysis of Non-Government Programs in Indigenous Education

    Principal Advisor

    Other advisors: Associate Professor Ian Hardy

  • Doctor Philosophy

    Thinking as collaboration: Exploring students thinking via collaborative endeavours in the primary school classroom

    Principal Advisor

    Other advisors: Dr Peter Ellerton

  • Doctor Philosophy

    Implementing Quality Management in Saudi Education by Designing a Program to Improve Teachers¿ Performance

    Principal Advisor

  • Doctor Philosophy

    Cultural Competence Strategies to Support Chinese International Students Studying in Australia

    Principal Advisor

    Other advisors: Associate Professor Elizabeth Edwards

  • Master Philosophy

    Giving Our Girls A Voice: Using Dialogic Teaching to improve gender equity in classrooms.

    Principal Advisor

    Other advisors: Professor Deborah Brown

  • Doctor Philosophy

    Cultural Competence Strategies to Support Chinese International Students Studying in Australia

    Principal Advisor

    Other advisors: Associate Professor Elizabeth Edwards

  • Doctor Philosophy

    Career Development and Career-Related Choices of China-Educated International Medical Students: Insights for Career Guidance

    Principal Advisor

    Other advisors: Associate Professor Asaduzzaman Khan

  • Doctor Philosophy

    The Student and Teacher Relationship: Exploring Behavioural and Neuroscience Variables that impact upon Student and Teacher Wellbeing

    Principal Advisor

    Other advisors: Dr Chase Sherwell, Professor Ross Cunnington

  • Doctor Philosophy

    Career Development and Career-Related Choices of China-Educated International Medical Students: Insights for Career Guidance

    Principal Advisor

    Other advisors: Associate Professor Asaduzzaman Khan

  • Doctor Philosophy

    Cultural Competence Strategies to Support Chinese International Students Studying in Australia

    Principal Advisor

    Other advisors: Associate Professor Elizabeth Edwards

  • Doctor Philosophy

    Critical thinking reflected in the academic writing of Chinese and Australian PhD students

    Associate Advisor

    Other advisors: Dr Garth Stahl

  • Doctor Philosophy

    Exploring Language Learning Strategies and Learners¿ Identities Using WhatsApp Chats to Enhance the Learning of Arabic Grammar in Cooperative Learning Settings Online

    Associate Advisor

    Other advisors: Dr Simone Smala

Completed supervision

Enquiries

Contact Professor Robyn Gillies directly for media enquiries about:

  • Behaviour - children in schools
  • Child behaviour in school
  • Discipline - in schools
  • Group learning
  • Guidance counselling - in schools
  • Learning - cooperative group
  • School - child behaviour
  • School - guidance counselling
  • Schools and discipline

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