Professor Annemaree Carroll
Professor

Annemaree Carroll

Email: 
Phone: 
+61 7 336 56476

Background

Annemaree Carroll is Associate Dean Research in the Faculty of Humanities and Social Sciences and Professor of Educational Psychology within the School of Education at The University of Queensland. Her research activities focus on the social emotional learning of children and adolescents, and the importance of social connectedness, (dis)engagement, and social inclusion to their behavioural and educational outcomes. Student, teacher, and community voices and agency are key considerations in her research methodologies. She is known nationally and internationally for the development of innovative emotion regulation interventions for children and youth to bring about positive change in their lives. She has conceptualised and coordinated the development of the Mindfields Suite of Programs (www.mindfields.com.au), which encompasses a strengths-based approach to student well-being that targets school-wide practices to help young people take control of their lives. She has also led a team of researchers to develop the KooLKIDS Resources (www.kool-kids.com.au), an emotion resilience program to empower children to live well with themselves and others by learning social, emotional and cognitive skills that promote self-regulation and well-being. Her research has now extended to teacher emotion regulation strategies, demonstrating that improved teacher well-being has downstream benefits to students' well-being and the teacher-student relationship.

Professor Carroll has extensive experience managing large-scale, school-based projects across classroom settings and clinic-based research, in which she has excellent skills in test administration with children and adolescents. She has also been concerned with children with neurodevelopmental disorders (e.g., ADHD, speech-language disorders, Tourette Syndrome) to examine information-processing tasks that may demand intact executive functioning and that require dual-task performance and control of impulsive reactions.

From 2014 to 2020, Professor Carroll was Co-ordinator of Translational Outcomes within the Australian Research Council Science of Learning Research Centre. Building on this work, she is the co-founder and Head of the UQ Learning Lab, where multi-disciplinary researchers work in partnership with educational and industry professionals to identify and address important learning and training priorities. The Learning Lab’s primary objective is to transform education and learning across schooling and beyond, through partnered innovations and research translation initiatives.

Professor Carroll is a registered teacher and psychologist. She has experience teaching in primary and special education in Queensland and has engaged in research and higher education teaching at The University of Queensland and The University of Western Australia, where she was granted a Master of Education (1991) and PhD in Educational Psychology (1995). She was elected a Fellow of the Academy of Social Sciences in Australia in 2018.

Availability

Professor Annemaree Carroll is:
Not available for supervision
Media expert

Fields of research

Education Psychology Specialist studies in education

Qualifications

  • Postgraduate Diploma, Griffith University
  • Bachelor of Education, Queensland University of Technology
  • Masters (Coursework) of Education, University of Western Australia
  • Doctor of Philosophy, University of Western Australia
  • Bachelor (Honours) of Science (Advanced), University of Southern Queensland

Research interests

  • Social emotional learning and well-being of teachers and students

  • Attention and emotion regulation of children and adolescents

  • Self-regulatory prevention and intervention approaches

  • Student engagement and student attendance

  • Reputation enhancement and social and self-identity

Research impacts

Professor Carroll's research has partnered with Queensland State High Schools to examine how embedding social and emotional well-being into school-wide policies, classroom practices, and self and social strategies of students enhances learning, behavioural, and social outcomes. A new model for embedding social and emotional learning into whole of schools approaches has emanated from the program of research. A new social and emotional learning program for senior secondary students (Mindfields Senior High school Program) which has adopted gamification principles has been developed. This research emanated from a previous three year research partnership with the same Queensland state schools which focused on the implementation of a model of social connectedness to improve the social well-being and the emotional self-regulatory capacities of high schools students. A new social and emotional learning program for junior secondary students (Mindfields Junior High school Program) was developed as part of this project.

Her ARC-funded research has also been concerned with the development of the KooLKIDS Whole of Class social and emotional learning program for 8 to 11-year-olds to develop the skills in children to live well with themselves and others. Other Western Australian Health Promotion Foundation (Healthway) funded research has concentrated on promoting positive mental health through the development of i-Connect (www.i-connect.uwa.edu.au), an interactive multimedia program for early adolescents designed to alleviate aloneness and develop self-awareness and empathy.

Research within the UQ Learning Lab have examined the nature of attention and self-regulation in the classroom and the role of feedback in the learning of children and adolescents with typical and atypical developmental trajectories. An ARC Linkage Project (2018-2020) scaled up a student-centered model of feedback coaching intervention for teachers to provide timely feedback to students. New technologies in the form of real time emotion apps for teachers and students have been developed to gather data on emotional states of teachers and students in classrooms.

Search Professor Annemaree Carroll’s works on UQ eSpace

246 works between 1992 and 2024
All (246) Journal Article (151) Book Chapter (29) Conference Publication (24) Book (15) Other Outputs (27)

1 - 20 of 246 works

Featured

2023

Journal Article

Autonomy-pressure profiles among teachers: changes over a school term, leadership predictors, and workplace outcomes

Collie, Rebecca J. and Carroll, Annemaree (2023). Autonomy-pressure profiles among teachers: changes over a school term, leadership predictors, and workplace outcomes. Teaching and Teacher Education, 124 103998, 1-12. doi: 10.1016/j.tate.2022.103998

Autonomy-pressure profiles among teachers: changes over a school term, leadership predictors, and workplace outcomes

Featured

2023

Journal Article

Compassion fatigue and secondary traumatic stress in teachers: how they contribute to burnout and how they are related to trauma-awareness

Oberg, Glenys, Carroll, Annemaree and Macmahon, Stephanie (2023). Compassion fatigue and secondary traumatic stress in teachers: how they contribute to burnout and how they are related to trauma-awareness. Frontiers in Education, 8 1128618, 1-10. doi: 10.3389/feduc.2023.1128618

Compassion fatigue and secondary traumatic stress in teachers: how they contribute to burnout and how they are related to trauma-awareness

Featured

2022

Journal Article

Schoolwide approaches for promoting social and emotional well-being in Australian school contexts: focus group interviews with system and school stakeholders

Carroll, Annemaree, Bower, Julie M., Chen, Holly, Watterston, Jim and Ferguson, Angela (2022). Schoolwide approaches for promoting social and emotional well-being in Australian school contexts: focus group interviews with system and school stakeholders. American Journal of Education, 129 (1), 109-138. doi: 10.1086/721798

Schoolwide approaches for promoting social and emotional well-being in Australian school contexts: focus group interviews with system and school stakeholders

Featured

2022

Journal Article

Exploring the emotions of disadvantaged adolescents in the classroom: Development of the S2* emotion application

Bourgeois, Amanda, Carroll, Annemaree and Bower, Julie (2022). Exploring the emotions of disadvantaged adolescents in the classroom: Development of the S2* emotion application. Frontiers in Education, 7. doi: 10.3389/feduc.2022.959673

Exploring the emotions of disadvantaged adolescents in the classroom: Development of the S2* emotion application

Featured

2022

Journal Article

Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers

Fynes-Clinton, Samuel, Sherwell, Chase, Ziaei, Maryam, York, Ashley, O’Connor, Emma Sanders, Forrest, Kylee, Flynn, Libby, Bower, Julie, Reutens, David and Carroll, Annemaree (2022). Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers. npj Science of Learning, 7 (1) 5, 5. doi: 10.1038/s41539-022-00123-0

Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers

Featured

2022

Journal Article

Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors

Carroll, Annemaree, Forrest, Kylee, Sanders-O’Connor, Emma, Flynn, Libby, Bower, Julie M., Fynes-Clinton, Samuel, York, Ashley and Ziaei, Maryam (2022). Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors. Social Psychology of Education, 25 (2-3), 1-29. doi: 10.1007/s11218-022-09686-7

Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors

Featured

2021

Journal Article

Improving emotion regulation, well-being, and neuro-cognitive functioning in teachers: a matched controlled study comparing the mindfulness-based stress reduction and health enhancement programs

Carroll, Annemaree, Sanders-O’Connor, Emma, Forrest, Kylee, Fynes-Clinton, Samuel, York, Ashley, Ziaei, Maryam, Flynn, Libby, Bower, Julie Majella and Reutens, David (2021). Improving emotion regulation, well-being, and neuro-cognitive functioning in teachers: a matched controlled study comparing the mindfulness-based stress reduction and health enhancement programs. Mindfulness, 13 (1), 123-144. doi: 10.1007/s12671-021-01777-4

Improving emotion regulation, well-being, and neuro-cognitive functioning in teachers: a matched controlled study comparing the mindfulness-based stress reduction and health enhancement programs

Featured

2021

Journal Article

The downstream effects of teacher well-being programs: improvements in teachers' stress, cognition and well-being benefit their students

Carroll, Annemaree, York, Ashley, Fynes-Clinton, Sam, Sanders-O'Connor, Emma, Flynn, Libby, Bower, Julie M., Forrest, Kylee and Ziaei, Maryam (2021). The downstream effects of teacher well-being programs: improvements in teachers' stress, cognition and well-being benefit their students. Frontiers in Psychology, 12 689628, 689628. doi: 10.3389/fpsyg.2021.689628

The downstream effects of teacher well-being programs: improvements in teachers' stress, cognition and well-being benefit their students

Featured

2020

Journal Article

Reflections on the Australian Research Council–Special Research Initiative Science of Learning Research Centre – the promise of a new narrative and evidence base for education

Carroll, Annemaree, Nugent, Annita, MacMahon, Stephanie and Hattie, John (2020). Reflections on the Australian Research Council–Special Research Initiative Science of Learning Research Centre – the promise of a new narrative and evidence base for education. ACCESS Contemporary Issues in Education, 40 (1), 34-40. doi: 10.46786/ac20.6232

Reflections on the Australian Research Council–Special Research Initiative Science of Learning Research Centre – the promise of a new narrative and evidence base for education

Featured

2020

Journal Article

In their words: listening to teachers' perceptions about stress in the workplace and how to address it

Carroll, Annemaree, Flynn, Libby, O'Connor, Emma Sanders, Forrest, Kylee, Bower, Julie, Fynes-Clinton, Samuel, York, Ashley and Ziaei, Maryann (2020). In their words: listening to teachers' perceptions about stress in the workplace and how to address it. Asia-Pacific Journal of Teacher Education, 49 (4), 1-15. doi: 10.1080/1359866X.2020.1789914

In their words: listening to teachers' perceptions about stress in the workplace and how to address it

Featured

2020

Journal Article

Evaluating the effectiveness of KooLKIDS: An interactive social emotional learning program for Australian primary school children

Carroll, Annemaree, McCarthy, Molly, Houghton, Stephen and Sanders O'Connor, Emma (2020). Evaluating the effectiveness of KooLKIDS: An interactive social emotional learning program for Australian primary school children. Psychology in the Schools, 57 (6) pits.22352, 851-867. doi: 10.1002/pits.22352

Evaluating the effectiveness of KooLKIDS: An interactive social emotional learning program for Australian primary school children

Featured

2020

Journal Article

Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties

Carroll, Annemaree, Houghton, Stephen, Forrest, Kylee, McCarthy, Molly and Sanders-O’Connor, Emma (2020). Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties. School Psychology International, 41 (3), 014303431989874-217. doi: 10.1177/0143034319898741

Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties

2024

Journal Article

Using a stakeholder engagement approach to inform professional development programs to promote education for sustainability in schools

Hoang, April, Hepburn, Stevie-Jae, Tomizawa, Saya, Carroll, Annemaree, Edwards, Elizabeth and Sanders, Matthew (2024). Using a stakeholder engagement approach to inform professional development programs to promote education for sustainability in schools. Environmental Education Research, ahead-of-print (ahead-of-print), 1-19. doi: 10.1080/13504622.2024.2419903

Using a stakeholder engagement approach to inform professional development programs to promote education for sustainability in schools

2024

Other Outputs

‘School is boring’: what it means when your child says they’re bored in class, and how you can help

Bourgeois, Amanda and Carroll, Annemaree (2024, 10 01). ‘School is boring’: what it means when your child says they’re bored in class, and how you can help The Conversation

‘School is boring’: what it means when your child says they’re bored in class, and how you can help

2024

Journal Article

‘What Good Looks Like’: Building a Shared Understanding of Quality Training and Learning in the Mining Industry

MacMahon, Stephanie J., Corbett, Brooklyn, Hassall, Maureen, Carroll, Annemaree and De Boer, Rodo (2024). ‘What Good Looks Like’: Building a Shared Understanding of Quality Training and Learning in the Mining Industry. Vocations and Learning, 17 (3), 509-536. doi: 10.1007/s12186-024-09353-2

‘What Good Looks Like’: Building a Shared Understanding of Quality Training and Learning in the Mining Industry

2024

Journal Article

Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia

Oberg, Glenys, Macmahon, Stephanie and Carroll, Annemaree (2024). Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia. The Australian Educational Researcher, 1-25. doi: 10.1007/s13384-024-00755-8

Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia

2024

Journal Article

“It actually helped”: students’ perceptions of feedback helpfulness prior to and following a teacher professional learning intervention

Brooks, Cameron, Burton, Rochelle, Van der Kleij, Fabienne, Ablaza, Christine, Carroll, Annemaree, Hattie, John and Salinas, Jaime Garcia (2024). “It actually helped”: students’ perceptions of feedback helpfulness prior to and following a teacher professional learning intervention. Frontiers in Education, 9 ARTN 1433184, 1-12. doi: 10.3389/feduc.2024.1433184

“It actually helped”: students’ perceptions of feedback helpfulness prior to and following a teacher professional learning intervention

2024

Other Outputs

Research to practice – helping educators set students up for success

Mac Mahon, Stephanie, Levitt, Jennifer, Bourgeois, Amanda and Carroll, Annemaree (2024, 06 03). Research to practice – helping educators set students up for success Teacher

Research to practice – helping educators set students up for success

2024

Journal Article

Inhibitory control training for anxiety and math achievement in primary-school children: protocol for a proof-of-concept study

Edwards, Elizabeth, Chu, Khanh Linh and Carroll, Annemaree (2024). Inhibitory control training for anxiety and math achievement in primary-school children: protocol for a proof-of-concept study. JMIR Research Protocols, 13 (1) ARTN e52929, 1-7. doi: 10.2196/52929

Inhibitory control training for anxiety and math achievement in primary-school children: protocol for a proof-of-concept study

2024

Other Outputs

Adolescent Spontaneous Task Strategy Adjustment

Chidley, Kali, Matthews, Natasha, Dux, Paul, Fox, Amaya, Carroll, Annemaree and Macmahon, Stephanie (2024). Adolescent Spontaneous Task Strategy Adjustment. The University of Queensland. (Dataset) doi: 10.48610/5a5f23a

Adolescent Spontaneous Task Strategy Adjustment

Current funding

  • 2024 - 2025
    Metacognition in the classroom: Understanding and measuring the relationship between classroom metacognition and academic wellbeing in the transition to high school
    Education Horizon
    Open grant
  • 2024 - 2025
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - Canterbury College
    Canterbury College Limited
    Open grant
  • 2024 - 2025
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - CSHS
    Centenary State High School
    Open grant
  • 2024 - 2025
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - WGS
    Westbourne Grammar School
    Open grant
  • 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Brisbane Boys College
    Open grant
  • 2024 - 2025
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - St John's
    FSAC Ltd (Trading as St John's Anglican College and St John's International College)
    Open grant
  • 2024 - 2025
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - BSHS
    Balmoral State High School
    Open grant
  • 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Brisbane South State Secondary College
    Open grant
  • 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Ravenswood School for Girls
    Open grant
  • 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Browns Plains State High School
    Open grant
  • 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    St Peters Lutheran College Springfield
    Open grant
  • 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    St Catherines School
    Open grant
  • 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Trinity Grammar School, Kew
    Open grant
  • 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom pratice
    Pacific Lutheran College
    Open grant
  • 2024
    Evaluation of partnership model for the translation of research findings from the Science of Learning into classroom practice
    St Joseph's College Gregory Terrace
    Open grant
  • 2023 - 2025
    Inhibitory control training for anxiety and math achievement in primary-school children
    Spencer Foundation Research Grants on Education: Small
    Open grant
  • 2023 - 2024
    Measuring the Emotional Responses and Self-Regulation skills of Learners in Problem Based Learning Simulations (Mater Foundation grant administered by Mater Misericordiae)
    Mater Misericordiae Ltd
    Open grant
  • 2022 - 2025
    Towards a School-Community Based Approach to Addressing Student Absenteeism
    ARC Discovery Projects
    Open grant

Past funding

  • 2023 - 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Canterbury College Limited
    Open grant
  • 2023 - 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Ravenswood School for Girls
    Open grant
  • 2023 - 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    FSAC Ltd (Trading as St John's Anglican College and St John's International College)
    Open grant
  • 2023 - 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Brisbane South State Secondary College
    Open grant
  • 2023 - 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    St Aidan's Anglican Girls School
    Open grant
  • 2023 - 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Marsden State High School
    Open grant
  • 2023 - 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Westbourne Grammar School
    Open grant
  • 2023 - 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    All Souls St Gabriels School
    Open grant
  • 2023 - 2024
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    St Rita's College Ltd
    Open grant
  • 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Wesley College
    Open grant
  • 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    St Margaret School Council Ltd
    Open grant
  • 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    St Joseph's College, Gregory Terrace
    Open grant
  • 2022 - 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Melbourne Girls Grammar School
    Open grant
  • 2022
    Metacognition and Psychological Safety during Problem-Based Learning Simulation Exercises
    Mater Misericordiae Ltd
    Open grant
  • 2022 - 2024
    Improving Indigenous Research Capabilities: An Aboriginal and Torres Strait Islander Research Data Commons (ARDC project led by The University of Melbourne)
    University of Melbourne
    Open grant
  • 2022 - 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Education Perfect
    Open grant
  • 2022 - 2023
    A consumer informed study to develop an online tool that promotes sustainability education and children capacities toward a sustainable future.
    Education Horizon
    Open grant
  • 2022 - 2023
    Understanding the role of development in metacognition and emotional regulation in supporting academic wellbeing during the transition to high school
    Queensland Department of Education
    Open grant
  • 2022 - 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Association of Independent Schools of Queensland Inc.
    Open grant
  • 2022 - 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Goulburn Valley Grammar School Limited
    Open grant
  • 2022 - 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Canterbury College Limited
    Open grant
  • 2021 - 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    St Joseph's College, Gregory Terrace
    Open grant
  • 2021 - 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Melbourne Girls Grammar School
    Open grant
  • 2021 - 2023
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Wesley College
    Open grant
  • 2021
    Best practice guidelines for wellbeing of staff and students after a disruption in Queensland schools
    Education Horizon
    Open grant
  • 2021 - 2022
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Queensland Catholic Education Commission
    Open grant
  • 2021
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Anglican Church Grammar School
    Open grant
  • 2021
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - Goulbourn Valley Grammar
    Goulburn Valley Grammar School Limited
    Open grant
  • 2021 - 2022
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Association of Independent Schools of Queensland Inc.
    Open grant
  • 2020 - 2021
    Canterbury College SLRC Partner Schools Program Extension (PSP-E) Schedule 2021
    Canterbury College Limited
    Open grant
  • 2020 - 2022
    Evaluation of a Partnership Model for the Translation of Research Findings from the 'Science of Learning' into Classroom Practice - St Joseph's College, Gregory Terrace
    St Joseph's College, Gregory Terrace
    Open grant
  • 2020 - 2021
    Opportunities and Realities of Blended Learning: The development of preliminary guidelines to support Blended Learning design that differentiates for diverse Prep-Year 12 learners and contexts
    Catholic Education Services Cairns
    Open grant
  • 2020 - 2023
    'We need to talk' : Genomics and disability
    MRFF Genomics Health Futures Mission, Project Grant administered by AusIndustry
    Open grant
  • 2020 - 2021
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - Canterbury College
    Canterbury College Limited
    Open grant
  • 2020 - 2021
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - Goulburn Valley Grammar School
    Goulburn Valley Grammar School Limited
    Open grant
  • 2020 - 2021
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - QCEC
    Queensland Catholic Education Commission
    Open grant
  • 2020 - 2021
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    Anglican Church Grammar School
    Open grant
  • 2020 - 2021
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice
    FSAC Ltd (Trading as St John's Anglican College and St John's International College)
    Open grant
  • 2019 - 2021
    Implementation of a Partner Schools Model of Research Translation
    Bracken Ridge State School
    Open grant
  • 2019 - 2020
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - Queensland Catholic Education Commission
    Queensland Catholic Education Commission
    Open grant
  • 2018 - 2019
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - John Paul College
    John Paul College
    Open grant
  • 2018 - 2019
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - Marsden State High School
    Marsden State High School
    Open grant
  • 2018 - 2019
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - St Aidan's Anglican Girls' School
    St Aidan's Anglican Girls School
    Open grant
  • 2018 - 2019
    Evaluation of a partnership model for the translation of research findings from the Science of Learning into classroom practice - Anglican Church Grammar School
    Anglican Church Grammar School
    Open grant
  • 2018 - 2021
    Neurodevelopmental disorders and loneliness: School predictors and outcomes (ARC Discovery Project administered by the University of Western Australia)
    University of Western Australia
    Open grant
  • 2018 - 2019
    Embedding teacher Well-being in the Workplace - Pre service and Early Career Teachers
    Archdiocese of Brisbane Catholic Education
    Open grant
  • 2017 - 2021
    Improving student outcomes: Coaching teachers in the power of feedback
    ARC Linkage Projects
    Open grant
  • 2017 - 2020
    Principal Leadership for Parent-School-Community Engagement
    Queensland Department of Education and Training
    Open grant
  • 2016 - 2017
    Principal Leadership for Parent-School-Community Engagement in Disadvantaged Schools Project
    Education Horizon
    Open grant
  • 2016 - 2017
    Research on effective strategies for improving school attendance
    Queensland Department of Education and Training
    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
  • 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 - 2014
    Loneliness in Children: Building a Model For Mental Health Promotion (Western Australian Health Promotion Foundation - 'Healthway' - grant administered by University of Western Australia)
    University of Western Australia
    Open grant
  • 2011 - 2013
    Structural relations of loners, loneliness and antisocial behaviour in children and adolescents: Building a conceptual model for effective intervention (ARC LP administered by UWA)
    University of Western Australia
    Open grant
  • 2010 - 2012
    Preparing Queensland for the next generation of prevention science research: A community-based process for reducing delinquency and alcohol/other drug use in regional areas
    UQ Collaboration and Industry Engagement Fund
    Open grant
  • 2009 - 2010
    Building a Culturally-Relevant Model of Self-Regulatory Intervention for Indigenous High School Students in Rural and Remote Australia
    UQ FirstLink Scheme
    Open grant
  • 2009 - 2012
    A new approach to curbing risky trajectories of adolescent alcohol/tobacco use: A tailored brief program for parents.
    NHMRC Project Grant
    Open grant
  • 2006 - 2009
    Trajectories of childhood antisocial behaviour: a new model and prevention program for the early onset life course persistent offender
    University of Western Australia
    Open grant
  • 2003 - 2006
    Creating Safer Communities: Addressing Risky Behaviour in Young People Through Self-Regulation
    ARC Linkage Projects
    Open grant
  • 2003 - 2005
    Emotionally provoking events in classrooms and during transitions - ADHD
    University of Western Australia
    Open grant
  • 2002
    Cognitive processes, deliberate choices and self-regulatory strategies in the emergence of juvenile delinquency
    University of Queensland Research Development Grants Scheme
    Open grant
  • 2001 - 2003
    The effectiveness of a choice intervention staff training program in residential and community settings for adults with an intellectual disability
    ARC Collaborative Grant (SPIRT)
    Open grant
  • 2001 - 2003
    The effectiveness of person-centred planning on the quality of life of adults with an intellectual disability living in the community
    ARC Collaborative Grant (SPIRT)
    Open grant
  • 1999
    Impulsive action or deliberate choice: Understanding the self-regulatory processes and environmental influences of delinquent behaviour.
    UQ Foundation Research Excellence Awards - DVC(R) Funding
    Open grant
  • 1999
    Impulse control and attention skills in children with ADHD: Current models of working memory and educational interventions
    ARC Australian Research Council (Small grants)
    Open grant
  • 1999
    The developmental progression of motovation over the early years of schooling: Personal characteristics, parental influences, and academic experience
    ARC Australian Research Council (Small grants)
    Open grant
  • 1997 - 1999
    Self-regulatory processes and reputation: paths of influence to understanding adolescent behaviour
    ARC Australian Research Council (Large grants)
    Open grant
  • 1996
    At-risk adolescents: Gender and context differences in goals and reputations
    University of Queensland New Staff Research Grant
    Open grant

Availability

Professor Annemaree Carroll is:
Not available for supervision

Supervision history

Current supervision

  • Doctor Philosophy

    Student and Teacher Perceptions of Feedback in Year 7 and Year 9 Writing: A Peer Feedback Intervention

    Principal Advisor

  • Doctor Philosophy

    Why go to school

    Principal Advisor

    Other advisors: Associate Professor Marnee Shay

  • Doctor Philosophy

    Family-School-Community Conceptualisation of School Absenteeism

    Principal Advisor

    Other advisors: Dr Debby Lynch, Associate Professor Elizabeth Edwards

  • Doctor Philosophy

    Why Go To School: Why Students Disengaged From Learning Continue To Attend School Past Compulsory School Age

    Principal Advisor

    Other advisors: Associate Professor Marnee Shay

  • Doctor Philosophy

    Reimagining feedback in secondary school English: An examination of the relationship between learner agency, feedback, and teacher professional learning

    Principal Advisor

  • Doctor Philosophy

    Understanding Trauma- An exploration into beginning teachers and their perceptions of preparedness in working with children living with complex trauma

    Principal Advisor

    Other advisors: Dr Stephanie Macmahon

  • Doctor Philosophy

    Characterising Cognitive and Brain Changes Throughout Adolescence

    Associate Advisor

    Other advisors: Dr Dragan Rangelov, Professor Jason Mattingley

  • Doctor Philosophy

    Anxiety and cognitive control as predictors of primary-school student achievement in mathematics

    Associate Advisor

    Other advisors: Dr Emily Ross, Associate Professor Elizabeth Edwards

  • Doctor Philosophy

    The Development of Meta-Cognition in Adolescence

    Associate Advisor

    Other advisors: Professor Paul Dux, Dr Stephanie Macmahon, Dr Natasha Matthews

Completed supervision

Enquiries

Contact Professor Annemaree Carroll directly for media enquiries about:

  • Emotion Regulation
  • School-community partnerships
  • Social emotional learning

Need help?

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communications@uq.edu.au