![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
2014
Book Chapter
Engaged young writers: dialogic choices beyond Naplan
Thomas, Damon P., Thomas, Angela and Moltow, David (2014). Engaged young writers: dialogic choices beyond Naplan. The future of educational research: perspectives from beginning researchers. (pp. 301-315) Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6209-512-0_25
2013
Conference Publication
Examining focused conversation for learning professional learning and development in early childhood: Highlighting the role of evaluative stance
Nailon, Dianne, Thomas, Damon, Emery, Sherridan, Stephenson, Elspeth and Kinnear, Virginia (2013). Examining focused conversation for learning professional learning and development in early childhood: Highlighting the role of evaluative stance. 2013 Australian Association of Research in Education Conference, Adelaide, SA, Australia, December 2013. Adelaide, SA, Australia: Australian Association for Research in Education.
2013
Book Chapter
Enhancing pedagogy with mLearning
Thomas, Damon, Thomas, Angela and Fluck, Andrew (2013). Enhancing pedagogy with mLearning. K-12 education: concepts, methodologies, tools, and applications. (pp. 350-363) Hershey, PA, United States: IGI Global. doi: 10.4018/978-1-4666-4502-8.ch020
2013
Journal Article
Lexical density and readability: a case study of English textbooks
To, Vinh, Fan, Si and Thomas, Damon (2013). Lexical density and readability: a case study of English textbooks. Internet Journal of Language, Culture and Society, 37, 61-71.
2012
Conference Publication
"I rest my case": Examining linguistic resources used by successful young writers of persuasive texts
Thomas, Damon (2012). "I rest my case": Examining linguistic resources used by successful young writers of persuasive texts. 39th International Systemic Functional Congress, Sydney, NSW, Australia, July 2012. Sydney, NSW, Australia: International Systemic Functional Congress.
Funding
Current funding
Supervision
Availability
- Dr Damon Thomas is:
- Available for supervision
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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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