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)

121 - 140 of 278 works

2013

Journal Article

Loneliness and its effects on students with diverse learning and adjustment needs

Gillies, Robyn M. (2013). Loneliness and its effects on students with diverse learning and adjustment needs. International Journal of Disability Development and Education, 60 (2), 71-73. doi: 10.1080/1034912X.2013.786536

Loneliness and its effects on students with diverse learning and adjustment needs

2013

Journal Article

Productive academic talk during inquiry-based science

Gillies, Robyn (2013). Productive academic talk during inquiry-based science. Pedagogies: An International Journal, 8 (2), 126-142. doi: 10.1080/1554480X.2013.767770

Productive academic talk during inquiry-based science

2013

Journal Article

The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial

Anticich, Sarah A. J., Barrett, Paula M., Silverman, Wendy, Lacherez, Philippe and Gillies, Robyn (2013). The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial. Advances in School Mental Health Promotion, 6 (2), 93-121. doi: 10.1080/1754730X.2013.784616

The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial

2013

Journal Article

The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners' outcomes when learning English as a Foreign Language

Alghamdi, Rashed and Gillies, Robyn (2013). The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners' outcomes when learning English as a Foreign Language. Asian Social Science, 9 (13), 19-27. doi: 10.5539/ass.v9n13p19

The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners' outcomes when learning English as a Foreign Language

2013

Journal Article

Responding to students' diverse needs

Gillies, Robyn M. (2013). Responding to students' diverse needs. International Journal of Disability, Development and Education, 60 (3), 180-183. doi: 10.1080/1034912X.2013.813784

Responding to students' diverse needs

2013

Journal Article

Developments in classroom-based talk

Gillies, Robyn M. (2013). Developments in classroom-based talk. International Journal of Educational Research, 63, 63-68. doi: 10.1016/j.ijer.2013.05.002

Developments in classroom-based talk

2013

Journal Article

Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities

Gillies, Robyn M., Nichols, Kim, Burgh, Gilbert and Haynes, Michelle (2013). Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities. International Journal of Educational Research, 63, 127-140. doi: 10.1016/j.ijer.2013.01.001

Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities

2013

Book Chapter

Collaborative learning for diverse learners

Ashman, Adrian F. and Gillies, Robyn M. (2013). Collaborative learning for diverse learners. The international handbook of collaborative learning. (pp. 297-313) edited by Cindy E. Hmelo-Silver, Clark A. Chinn, Carol K. K. Chan and Angela M. O'Donnell. New York, NY, United States: Routledge. doi: 10.4324/9780203837290.ch17

Collaborative learning for diverse learners

2013

Conference Publication

Re-invigorating community-school relations around the teaching of reading

Honan, E., Muspratt, S., van Kraayenoord, C. E., Gillies, R., Moni, K. and Moni, R. (2013). Re-invigorating community-school relations around the teaching of reading. Brave New World: ATTE/ALEA Joint National Conference, Brisbane, QLD, Australia, 4-7 July 2013.

Re-invigorating community-school relations around the teaching of reading

2012

Journal Article

Effective early intervention approaches in reading and inclusive education practices: what do they have in common?

Gillies, Robyn M. (2012). Effective early intervention approaches in reading and inclusive education practices: what do they have in common?. International Journal of Disability, Development and Education, 59 (4), 337-339. doi: 10.1080/1034912X.2012.723936

Effective early intervention approaches in reading and inclusive education practices: what do they have in common?

2012

Journal Article

Editorial board

Gillies, Robyn M. (2012). Editorial board. International Journal of Disability, Development and Education, 59 (4), ebi-ebi. doi: 10.1080/1034912x.2012.726485

Editorial board

2012

Journal Article

Editorial

Gillies, Robyn M. (2012). Editorial. International Journal of Disability Development and Education, 59 (2), 129-130. doi: 10.1080/1034912X.2012.676367

Editorial

2012

Book Chapter

Promoting reasoning, problem-solving and argumentation during small group discussions

Gillies, Robyn M. (2012). Promoting reasoning, problem-solving and argumentation during small group discussions. Pedagogy: new developments in the learning sciences. (pp. 131-150) edited by Robyn M. Gillies. New York, United States: Nova Science Publishers.

Promoting reasoning, problem-solving and argumentation during small group discussions

2012

Journal Article

Recent advances in intervention for early childhood anxiety

Anticich, Sarah A. J., Barrett, Paula, M., Gillies, Robyn and Silverman, Wendy (2012). Recent advances in intervention for early childhood anxiety. Australian Journal of Guidance and Counselling, 22 (2), 157-170. doi: 10.1017/jgc.2012.24

Recent advances in intervention for early childhood anxiety

2012

Book Chapter

Key features of promoting collaborative dialogue in the classroom

Gillies, Robyn M. (2012). Key features of promoting collaborative dialogue in the classroom. Handbook of implementation science for psychology education. (pp. 333-345) edited by Barbara Kelly and Daniel F. Perkins. New York, USA: Cambridge University Press. doi: 10.1017/cbo9781139013949.025

Key features of promoting collaborative dialogue in the classroom

2012

Book

Pedagogy: New developments in the learning sciences

Robyn M. Gillies ed. (2012). Pedagogy: New developments in the learning sciences. New York, NY, United States: Nova Science Publishers.

Pedagogy: New developments in the learning sciences

2012

Conference Publication

Support teachers’ self-perceptions of their knowledge and pedagogical practices related to reading comprehension

van Kraayenoord, C. E., Gillies, R., Honan, E., Moni, K., Western, M., Brereton, D. and Muspratt, S. (2012). Support teachers’ self-perceptions of their knowledge and pedagogical practices related to reading comprehension. 36th Annual International Academy for Research In Learning Disabilities Conference, Padua, Italy, 7-9 June 2012.

Support teachers’ self-perceptions of their knowledge and pedagogical practices related to reading comprehension

2012

Book Chapter

Preface

Gillies, Robyn M. (2012). Preface. Pedagogy: New Developments in the Learning Sciences. (pp. ix-xviii) edited by Robyn M. Gillies. New York, NY, United States: Nova Science Publishers.

Preface

2012

Journal Article

The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science

Gillies, Robyn M., Nichols, Kim, Burgh, Gilbert and Haynes, Michele (2012). The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science. International Journal of Educational Research, 53, 93-106. doi: 10.1016/j.ijer.2012.02.003

The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science

2012

Book Chapter

Introduction

Gillies, Robyn (2012). Introduction. Pedagogy: new developments in the learning sciences. (pp. 1-7) edited by Robyn M. Gillies. New York, United States: Nova Science Publishers.

Introduction

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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