Professor Robyn Gillies
Professor

Robyn Gillies

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+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)

61 - 80 of 278 works

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

2019

Journal Article

Diversity management and learning in multiethnic classrooms in college of teacher education in Southern Ethiopia: Special focus at Bonga CTE

Gebremariam, Getachew Robo, Kidane, Befekadu Zeleke and Gillies, Robyn M. (2019). Diversity management and learning in multiethnic classrooms in college of teacher education in Southern Ethiopia: Special focus at Bonga CTE. Journal of Educational and Human Resource Development (JEHRD), 7, 65-77. doi: 10.61569/9g9srv26

Diversity management and learning in multiethnic classrooms in college of teacher education in Southern Ethiopia: Special focus at Bonga CTE

2019

Journal Article

Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

Carroll, Annemaree, Gillies, Robyn M., Cunnington, Ross, McCarthy, Molly, Sherwell, Chase, Palghat, Kelsey, Goh, Felicia, Baffour, Bernard, Bourgeois, Amanda, Rafter, Mary and Seary, Tennille (2019). Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes. Information and Learning Science, 120 (7/8), 409-425. doi: 10.1108/ILS-08-2018-0089

Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

2019

Journal Article

A Matrix of Feedback for Learning

Brooks, Cameron, Carroll, Annemaree, Gillies, Robyn and Hattie, John (2019). A Matrix of Feedback for Learning. Australian Journal of Teacher Education, 44 (4), 14-32. doi: 10.14221/ajte.2018v44n4.2

A Matrix of Feedback for Learning

2019

Journal Article

A review of the use of portable technologies as observational aids in the classroom

Goh, Felicia, Carroll, Annemaree and Robyn M. Gillies (2019). A review of the use of portable technologies as observational aids in the classroom. Information and Learning Sciences, 120 (3/4) ILS-08-2018-0080, 228-241. doi: 10.1108/ILS-08-2018-0080

A review of the use of portable technologies as observational aids in the classroom

2019

Book

Promoting academic talk in schools: global practices and perspectives

Gillies, Robyn M. ed. (2019). Promoting academic talk in schools: global practices and perspectives. New York, NY, United States: Routledge. doi: 10.4324/9780203728932

Promoting academic talk in schools: global practices and perspectives

2019

Book Chapter

Dialogic talk in the cooperative classroom

Gillies, Robyn M. (2019). Dialogic talk in the cooperative classroom. Promoting academic talk in schools: global practices and perspectives. (pp. 144-160) edited by Robyn M. Gillies. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780203728932-10

Dialogic talk in the cooperative classroom

2018

Journal Article

Testing models and measurement invariance of the learning gains scale

Tadesse, Tefera, Gillies, Robyn M. and Campbell, Chris (2018). Testing models and measurement invariance of the learning gains scale. Education Sciences, 8 (4) 192, 192. doi: 10.3390/educsci8040192

Testing models and measurement invariance of the learning gains scale

2018

Journal Article

A case study of a Grade 7 teacher’s perspectives and practices related to self-regulated learning (SRL)

Alvi, Effat and Gillies, Robyn M. (2018). A case study of a Grade 7 teacher’s perspectives and practices related to self-regulated learning (SRL). Asia-Pacific Journal of Teacher Education, 48 (2), 1-21. doi: 10.1080/1359866x.2018.1542663

A case study of a Grade 7 teacher’s perspectives and practices related to self-regulated learning (SRL)

2018

Journal Article

Collaborative writing in Arabic as a second language (ASL) classrooms: a mixed-method study

Alwaleedi, Mohammed Ali, Gillies, Robyn M. and Obaidul Hamid, M. (2018). Collaborative writing in Arabic as a second language (ASL) classrooms: a mixed-method study. Language, Culture and Curriculum, 32 (2), 1-16. doi: 10.1080/07908318.2018.1521422

Collaborative writing in Arabic as a second language (ASL) classrooms: a mixed-method study

2018

Journal Article

The hidden lacunae in Ethiopian higher education quality imperatives: stakeholders' views and commentaries

Tadesse, Tefera, Manathunga, Catherine E. and Gillies, Robyn M. (2018). The hidden lacunae in Ethiopian higher education quality imperatives: stakeholders' views and commentaries. Ethiopian Journal of Education and Sciences, 14 (1), 75-94.

The hidden lacunae in Ethiopian higher education quality imperatives: stakeholders' views and commentaries

2018

Journal Article

Evaluating a novel instructional sequence for conceptual change in physics using interactive simulations

Fan, Xinxin, Geelan, David and Gillies, Robyn (2018). Evaluating a novel instructional sequence for conceptual change in physics using interactive simulations. Education Sciences, 8 (1) 29, 29-48. doi: 10.3390/educsci8010029

Evaluating a novel instructional sequence for conceptual change in physics using interactive simulations

2018

Journal Article

Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises

Tadesse, Tefera, Manathunga, Catherine E. and Gillies, Robyn M. (2018). Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises. Journal of University Teaching and Learning Practice, 15 (1) 4, 1-22.

Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises

2018

Book Chapter

Academic talk in schools: an introduction

Gillies, Robyn M. (2018). Academic talk in schools: an introduction. Promoting academic talk in schools: global practices and perspectives. (pp. 1-11) Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780203728932-1

Academic talk in schools: an introduction

2017

Journal Article

Key issues in productive classroom talk and interventions

Khong, Thi Diem Hang, Saito, Eisuke and Gillies, Robyn M. (2017). Key issues in productive classroom talk and interventions. Educational Review, 71 (3), 1-16. doi: 10.1080/00131911.2017.1410105

Key issues in productive classroom talk and interventions

2017

Journal Article

Testing robustness, model fit, and measurement invariance of the Student Engagement Scale in an African university context

Tadesse, Tefera and Gillies, Robyn M. (2017). Testing robustness, model fit, and measurement invariance of the Student Engagement Scale in an African university context. Australian Journal of Career Development, 26 (3), 92-102. doi: 10.1177/1038416217724172

Testing robustness, model fit, and measurement invariance of the Student Engagement Scale in an African university context

2017

Journal Article

Promoting academically productive student dialogue during collaborative learning

Gillies, Robyn M. (2017). Promoting academically productive student dialogue during collaborative learning. International Journal of Educational Research, 97, 1-10. doi: 10.1016/j.ijer.2017.07.014

Promoting academically productive student dialogue during collaborative learning

2017

Journal Article

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

Tadesse, Tefera, Gillies, Robyn M. and Campbell, Chris (2017). Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context. Australasian Journal of Educational Technology, 34 (1), 88-101. doi: 10.14742/ajet.2957

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

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

    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

  • 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

  • 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

  • Doctor Philosophy

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

    Associate Advisor

    Other advisors: Dr Garth Stahl

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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