![Dr Damon Thomas](/sites/default/files/profiles/33187.jpeg)
Overview
Background
Damon Thomas is a senior lecturer in literacy education. His current research interests include theories of writing, writing development, pedagogy, and assessment, systemic functional linguistics, argumentation, standardised assessment, and classical rhetoric. Damon's research has made important contributions in the following areas:
- Understanding the complexities of student writing development
- Exploring writing instruction in situ
- Unpacking and critiquing the results of Australia's only large-scale test: the National Assessment Program - Literacy and Numeracy.
Damon completed his PhD at the University of Tasmania (UTAS) in 2015. He began lecturing at UTAS in 2014 and was promoted to senior lecturer in 2019. He took up a senior lecturer position at the University of Queensland (UQ) in 2021. Before starting his academic career, Damon taught as a primary school teacher in Tasmania after completing a Bachelor of Education degree with First Class Honours.
Damon was part of a team of Chief Investigators from the University of Tasmania, Deakin University, and La Trobe University that secured a successful ARC Linkage Project in 2015 in partnership with Anglicare Tasmania (LP150100558). The project investigated conditions that improved learning and wellbeing outcomes in regional, low-SES schools in Tasmania and Victoria. Damon oversaw the literacy component across school sites and conducted in-depth case studies in Tasmanian primary and high schools.
Damon is currently a Chief Investigator on an ARC Discovery Project investigating talk for learning in early years mathematics classrooms. Damon's main role is to employ several linguistic frameworks to understand the complexities of student dialogue and features of productive talk.
Damon is a member of several professional organisations including the Australian Systemic Functional Linguistics Association (ASFLA), the Primary English Teaching Association of Australia (PETAA), and the Australian Literacy Educators' Association (ALEA). Damon also translates literacy research for practising teachers via his blog: Read Write Think Learn
Availability
- Dr Damon Thomas is:
- Available for supervision
- Media expert
Fields of research
Qualifications
- Bachelor (Honours) of Education, University of Tasmania
- Graduate Certificate in Education, University of Tasmania
- Doctor of Philosophy of English and Literacy Curriculum and Pedagogy, University of Tasmania
- Alumni, University of Tasmania, University of Tasmania
Research interests
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Writing development (primary and secondary school)
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Writing pedagogy (primary and secondary school)
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Writing assessment (primary and secondary school)
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Evaluative and figurative language
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Standardised assessment
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Theories of writing
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Argumentation
Works
Search Professor Damon Thomas’s works on UQ eSpace
2023
Journal Article
Generative AI writing tools and the Australian Curriculum: English
Lowien, Nathan and Thomas, Damon P. (2023). Generative AI writing tools and the Australian Curriculum: English. Practical Literacy, 28 (3), 26-28.
2023
Journal Article
Patterns in literacy gender gaps: examining longitudinal data on boys’ achievements in the Australian NAPLAN test
Thomas, Damon P., Swain, Nathaniel, Walton, Jack and Hicks, David (2023). Patterns in literacy gender gaps: examining longitudinal data on boys’ achievements in the Australian NAPLAN test. International Journal of Educational Research, 120 102207, 1-15. doi: 10.1016/j.ijer.2023.102207
2023
Book Chapter
Why Tasmania has a particular need to increase educational participation
Thomas, Damon and Kilpatrick, Sue (2023). Why Tasmania has a particular need to increase educational participation. Adapting to online and blended learning in higher education. (pp. 49-62) edited by David Kember, Robert A. Ellis, Si Fan and Allison Trimble. Singapore: Springer Nature Singapore. doi: 10.1007/978-981-99-0898-1_3
2022
Journal Article
Teacher professional learning in large teaching spaces: an Australian case study
Prain, Vaughan, Muir, Tracey, Lovejoy, Valerie, Farrelly, Cathleen, Emery, Sherridan, Thomas, Damon P., Deed, Craig and Tytler, Russell (2022). Teacher professional learning in large teaching spaces: an Australian case study. Issues in Educational Research, 32 (4), 1548-1566.
2022
Journal Article
Structuring written arguments in primary and secondary school: a systemic functional linguistics perspective
Thomas, Damon P. (2022). Structuring written arguments in primary and secondary school: a systemic functional linguistics perspective. Linguistics and Education, 72 101120, 1-17. doi: 10.1016/j.linged.2022.101120
2022
Journal Article
Gender differences in reading and numeracy achievement across the school years
Thomas, Damon P., Hopwood, Belinda, Hatisaru, Vesife and Hicks, David (2022). Gender differences in reading and numeracy achievement across the school years. The Australian Educational Researcher, 51 (1), 1-26. doi: 10.1007/s13384-022-00583-8
2022
Journal Article
Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capital
Cooper, Grant, Thomas, Damon P., Prain, Vaughan and Fraser, Sharon (2022). Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capital. International Journal of Science Education, 44 (10), 1-16. doi: 10.1080/09500693.2022.2086317
2022
Book Chapter
Written genres
Humphrey, Sally and Thomas, Damon (2022). Written genres. Teaching and learning primary English. (pp. 226-250) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2022
Book Chapter
An overview of writing
Thomas, Damon and Humphrey, Sally (2022). An overview of writing. Teaching and learning primary English. (pp. 166-181) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2022
Book Chapter
The essential elements of writing
Thomas, Damon (2022). The essential elements of writing. Teaching and learning primary English. (pp. 308-309) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2022
Book Chapter
Welcome to teaching and learning primary English
Thomas, Damon (2022). Welcome to teaching and learning primary English. Teaching and learning primary English. (pp. 2-13) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2022
Book Chapter
An overview of reading
Thomas, Damon (2022). An overview of reading. Teaching and learning primary English. (pp. 16-37) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2022
Book Chapter
Planning and programming for primary English teaching
Ockerby, Louise, Evorall, Grace, Biffin, Melissa, Sturgess, Prue and Thomas, Damon (2022). Planning and programming for primary English teaching. Teaching and learning primary English. (pp. 439-451) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2022
Book Chapter
The essential elements of reading
Thomas, Damon (2022). The essential elements of reading. Teaching and learning primary English. (pp. 162-163) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2022
Book Chapter
Comprehension
Davis, Alison and Thomas, Damon (2022). Comprehension. Teaching and learning primary English. (pp. 91-109) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2022
Book Chapter
Oral language
Jones, Pauline and Thomas, Damon (2022). Oral language. Teaching and learning primary English. (pp. 38-54) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2022
Book Chapter
Grammar
Humphrey, Sally and Thomas, Damon (2022). Grammar. Teaching and learning primary English. (pp. 182-206) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.
2021
Journal Article
Walking the walk: democratizing change in teacher education
Beasy, Kim, Hunter, Mary Ann, Hicks, David, Pullen, Darren, Brett, Peter, Thomas, Damon, Reaburn, Robyn, Baker, William, Fan, Frances, Cruickshank, Vaughan, Stephenson, Elspeth and Hatisaru, Vesife (2021). Walking the walk: democratizing change in teacher education. Journal of the Scholarship of Teaching and Learning, 21 (4). doi: 10.14434/josotl.v21i4.32757
2021
Journal Article
University and school research partnerships as a source of professional growth in regional communities
Swabey, Karen, Muir, Tracey, Thomas, Damon, Emery, Sherridan and Edwards, Marie-Christina (2021). University and school research partnerships as a source of professional growth in regional communities. Australian Educational Researcher, 49 (5), 961-977. doi: 10.1007/s13384-021-00477-1
2021
Journal Article
Achieving teacher professional growth through professional experimentation and changes in pedagogical practices
Muir, Tracey, Deed, Craig, Thomas, Damon and Emery, Sherridan (2021). Achieving teacher professional growth through professional experimentation and changes in pedagogical practices. The Australian Journal of Teacher Education, 46 (9), 22-38. doi: 10.14221/ajte.2021v46n9.2
Funding
Current funding
Supervision
Availability
- Dr Damon Thomas is:
- Available for supervision
Before you email them, read our advice on how to contact a supervisor.
Supervision history
Current supervision
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Master Philosophy
Philosophical Causes of Declining Writing Standards in Middle Schoolers
Principal Advisor
Other advisors: Dr Kate McLay
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Doctor Philosophy
Investigating Perspectives on Pronunciation Teaching in the Adult Migrant English Programme
Principal Advisor
Other advisors: Dr Stephen Heimans
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Doctor Philosophy
Using picture books to foster children's intercultural understanding
Principal Advisor
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Doctor Philosophy
Exploring Educator Opportunities for Promoting Gender Equity in Australian Single-sex Boy Schools
Associate Advisor
Other advisors: Dr Garth Stahl
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Doctor Philosophy
Anxiety and executive functions as predictors of reading achievement in primary school children
Associate Advisor
Other advisors: Associate Professor Elizabeth Edwards
Media
Enquiries
Contact Dr Damon Thomas directly for media enquiries about:
- English education
- Literacy
- NAPLAN
- Writing development
- Writing instruction
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