Dr Nina Maadad

Senior Lecturer

School of Education

Faculty of Arts, Business, Law and Economics

Eligible to supervise Masters and PhD - email supervisor to discuss availability.

Career
Publications
Supervision
Contact

Language Competencies

Language Competency
Arabic Can read, write, speak and understand spoken
French Can read, write, speak and understand spoken
Education

Date Institution name Country Title
2004 - 2006 University of Adelaide Australia Doctorate in Educational Studies
Research Interests

Comparative and Cross-Cultural Education Education Language in Culture and Society Language, Communication and Culture Migrant Cultural Studies Multicultural, Intercultural and Cross-cultural Studies

Language	Competency
Arabic	Can read, write, speak and understand spoken
French	Can read, write, speak and understand spoken

Date	Institution name	Country	Title
2004 - 2006	University of Adelaide	Australia	Doctorate in Educational Studies

Journals

Year	Citation
2024	Nawas, A., Darmawan, I. G. N., & Maadad, N. (2024). Single-sex “Pesantren” schools: Unravelling girls’ and boys’ peer connections and their impacts on wellbeing and learning outcomes.. International Journal of Educational Research, 125, 13 pages. DOI
2023	Nawas, A., Darmawan, I. G. N., & Maadad, N. (2023). Indonesian secular vs. Madrasah schools: assessing the discrepancy in English reading and listening tests. Language Testing in Asia, 13(1), 52-1-52-23. DOI
2022	Maadad, N., & Yu, M. (2022). Conceptualising Refugee Girls’ Perspectives on Education, Child Marriage and Life in Lebanon, Australia and Sweden. Education and Society, 40(1), 5-23. DOI
2021	Maadad, N., & Yilmaz, M. (2021). Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey. Australian Journal of Teacher Education, 46(11), 18-36. DOI Scopus1
2021	Maadad, N., & Nasser-Eddine, M. (2021). Decolonising Lebanon’s post-conflict sense of national identity via curriculum change and history education: An impossible task?. Historical Encounters, 8(2), 140-155. DOI
2020	Mehdiabadi, F., Maadad, N., & Arabmofrad, A. (2020). The Role of First Language Attrition in Persian Idiomatic Expressions. JOURNAL OF PSYCHOLINGUISTIC RESEARCH, 49(4), 607-629. DOI
2019	Potts, A., & Maadad, N. (2019). World War II and Australia's first rural teachers' college. Australian Journal of Teacher Education, 44(9), 62-69. DOI
2019	Maadad, N., & Potts, A. (2019). Teaching Primary Students about War. Australian Journal of Teacher Education, 44(8), 14 pages. DOI
2019	Maadad, N., Shafaei, A., & Nejati, M. (2019). Brand Equity of Academics: Demystifying the Process. Journal of Marketing for Higher Education, 29(1), 121-133. DOI Scopus12 WoS9
2018	Potts, A., Maadad, N., & Yu, M. (2018). Children and television: vicarious socialisation experiences. Research on Education and Media, 10(1), 20-29. DOI
2018	Maadad, N., & Matthews, J. (2018). Schooling Syrian refugees in Lebanon: building hopeful futures. Educational Review, 72(4), 459-474. DOI Scopus11 WoS7
2017	Potts, A. P., Maadad, N., & Yu, M. (2017). Cogent. Cogent Education, 4(1).
2017	Potts, A., Maadad, N., & Yu, M. (2017). “My friends are there”: constructions of schooling of children of Filipino immigrants in South Australia. Cogent Education, 4(1), 1412036-1-1412036-17. DOI WoS1
2016	Maadad, N., & Rodwell, G. (2016). Whose history and who is denied? Politics and the History Curriculum in Lebanon and Australia. The International Education Journal: Comparative Perspectives, 15(4), 86-99. Scopus1 WoS1
2016	Maadad, N., & White, B. (2016). Supporting EAL/D students through "The Writing Project". Australian Journal of Middle Schooling, 16(2), 6-23.
2015	Maadad, N. (2015). Towards sustainable language and literacy practices for teacher learning in a secondary context: a focus on writing. Australian Journal of Middle Schooling, 15(2), 20-37.
2015	Hilal, K., Scott, S., & Maadad, N. (2015). The political, socio-economic and sociocultural impacts of the King Abdullah Scholarship Program (KASP) on Saudi Arabia. International Journal of Higher Education, 4(1), 254-267. DOI
2013	Tsianikas, M., & Maadad, N. (2013). Modern Greek in Australia: A study of the current situation and future perspectives. Modern Greek Studies (Australia and New Zealand), 2013(Special issue), 362-406.
2013	Maadad, N. (2013). International academics and their impact on students' expectations of study progress in Australian Universities. International Journal of the Humanities, 9(12), 99-114. DOI
2013	Al Hamdany, H., Picard, M., Maadad, N., & Darmawan, I. (2013). Spoken register and Iraqi students in an English for academic purposes program. The International Journal of Literacies, 19(3), 89-110. DOI Scopus1
2013	Maadad, N. (2013). Crossing Boundaries: Greek Textual and Cultural Landscapes. Modern Greek Studies (Australia and New Zealand), 406 pages.
2012	Maadad, N. (2012). Need or greed: Young people's financial support expectations and cross-cultural differences. Sosiohumanika: Junal Pendidikan Sains Sosial dan Kemanusiaan, 5(1), 1-20.
2011	Maadad, N. (2011). Cultural Experiences of International Academic Staff in South Australian Universities. Journal of the World Universities Forum, 4(2), 57-68.
2011	Misso, V., & Maadad, N. (2011). The english language and cultural appropriateness. Sosiohumanika: Junal Pendidikan Sains Sosial dan Kemanusiaan, 4(2), 111-128.
2010	Maadad, N., & Nallaya,, S. (2010). Research and psychological experiences of international postgraduate students. Journal of the World Universities Forum, 3(2), 57-70.
2007	Maadad, N. (2007). Social acceptance as a key to successful integration. Political Crossroads, 14(1), 75-84. DOI

Books

Year	Citation
2022	Maadad, N., & Darmawan, I. G. N. (2022). The Education of Arabic Speaking Refugee Children and Young Adults Education, Employment and Social Inclusion. London and New York: Routledge. DOI
2021	Maadad, N., & Darmawan, I. (2021). The Education of Arabic-Speaking Refugee Children and Young Adults: Key considerations in Selected Countries. (Vol. 1, 1 ed.). Australia: Routledge.
2021	Whitton, D., Martin, D., Wood, D., Maadad, N., & Daniels-Mayes, S. (2021). Teaching: Early Childhood, Primary and Secondary (1st ed.).
2020	Maadad, N. (2020). Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted (1 ed.). Abingdom, Oxon; United Kingdom: Routeledge. DOI Scopus6
2016	Maadad, N., & Rodwell, G. (2016). Schooling and Education in Lebanon: Syrian and Syrian Palestinian Refugees Inside and Outside the Camps. Bern: Peter Lang.
2014	Tight, M., & Maadad, N. (Eds.) (2014). Academic Mobility (International Perspectives on Higher Education Research) (Vol. 11). Bingley, UK: Emerald Group Publishing Ltd.
2011	Tsianikas, M., Maadad, N., Couvalis, G., & Palaktsoglou, M. (Eds.) (2011). Greek research in Australia: Proceedings the 9th biennial international conference of Greek studies. Adelaide: Department of Language Studies, Modern Greek, Flinders Univesity.
2009	Maadad, N. (2009). Adaptation of Arab immigrants to Australia. Adelaide, South Australia: Shannon Research Press.
-	Maadad, N., & Ngurah Darmawan, I. G. (n.d.). The Education of Arabic Speaking Refugee Children and Young Adults. Routledge. DOI

Book Chapters

Year	Citation
2023	Maadad, N., & Yu, M. (2023). Wellbeing and Online Learning: Perspectives of Refugee-Background Students. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 245-266). Springer Nature.
2023	Maadad, N., Darmawan, I., & Kutieleh, S. (2023). Contributing Factors to Refugee Children’s Education and Academic Performance.. In J. Zajda, & S. Majhanovich (Eds.), Globalisation, Comparative Education and Policy Research (pp. 141-162). Springer.
2023	Maadad, N., & Yu, M. (2023). Wellbeing and Online Learning: Perspectives of Refugee-Background Students.. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 245-266). Springer Nature.
2023	Maadad, N., & Yu, M. (2023). Wellbeing and Online Learning: Perspectives of Refugee-Background Students.. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 245-266). Springer Nature.
2023	Maadad, N., Darmawan, I. G. N., & Kutieleh, S. (2023). Contributing Factors to Refugee Children’s Education and Academic Performance. In J. Zajda, N. Davidovitch, & S. Majhanovich (Eds.), Globalisation, Comparative Education and Policy Research (pp. 141-162). Springer International Publishing. DOI
2021	Maadad, N., & Yu, M. (2021). Supporting English language education for children from refugee backgrounds in Australian schools. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education: COVID-19 and Its Impact on Education (1 ed., pp. 111-136). Abingdon, Oxon, United Kingdom: Routledge.
2019	Rodwell, G., & Maadad, N. (2019). Researching Islamophobia and Moral Panics in Australian School Education. In T. O'Donoghue, & S. Clarke (Eds.), New Directions in Research on Education: Reconstruction in Challenging Circumstances (pp. 189-209). Ontario, Canada: Queen's University Open Monograph Series.
2014	Maadad, N. (2014). Global academics moving down under: living and learning a new academic culture. In N. Maadad, & M. Tight (Eds.), Academic mobility (Vol. 11, pp. 137-151). United Kingdom: Emerald Group Publishing. DOI Scopus5
2014	Maadad, N., & Tight, M. (2014). Introduction. In N. Maadad, & M. Tight (Eds.), Academic Mobility (Vol. 11, 1 ed., pp. 1-7). United Kingdom: Emerald Group Publishing Ltd.. DOI Scopus2
2013	Maadad, N. (2013). Lebanon: post-civil war implications for schools. In S. Clarke, & T. O'Donoghue (Eds.), School level leadership in post-conflict societies: the importance of context (1 ed., pp. 127-144). United Kingdom: Routledge. DOI Scopus3
-	Madaad, N., & Nasser-Eddine, M. (n.d.). Decolonising Lebanon’s post-conflict sense of national identity via curriculum change and history education: An impossible task?. In Unknown Book (Vol. 8, pp. 140-155). HERMES History Education Research Network. DOI

Conference Papers

Year	Citation
2019	Maadad, N., & Yu, M. (2019). Bleak Prospect of a Generation of Refugee Children Befitted to Child Brides and Laborers. In AERA Online Paper Repository. Toronto, Canada. DOI
2014	Maadad, N., & Thomas, J. (2014). Learning the Arabic language in Australia’s Arab communities: Perspective of young Arabic-speaking Australians on informal and formal opportunities. In Practices and Policies: Current Research in Languages and Cultures Education: Selected Proceedings of the Second National LCNAU Colloquium (pp. 129-144). Australian National University, Canberra.
2011	Al Hamdany, H., Picard, M., & Maadad, N. (2011). Exploration of perceptions and applications of spoken register at a South Australian university in relation to Iraqi students. In Proceedings of Multiculturalism: Perspectives from Australia, Canada and China (pp. 38-45). Australia: University of Sydney.
2010	Maadad, N., & Melkoumian, N. (2010). Workplace experiences of international academic staff in South Australian universities. In Proceedings of Migrant Security 2010 (pp. 137-145). www: University of Southern Queensland.
2008	Maadad, N. (2008). The language of peace and understanding not racism in multicultural Australia. In Proceedings of the 4R's International Conference (pp. 1-5). Australia: UTS.
2007	Maadad, N., & Nallaya, S. (2007). Professional English language development for teachers (PELDT). In Bernard Spolsky (Ed.), The journal of Asia TEFL (pp. 1-9). Asia: TEFL.
2007	Maadad, N. (2007). Social acceptance as a key to successful integration. In Access, Inclusion and Success: Muslim Students at Australian Universities National Conference; Conference Papers (online) (pp. www1-www7). Sydney, Australia.

Current Higher Degree by Research Supervision (University of Adelaide)

Date	Role	Research Topic	Program	Degree Type	Student Load	Student Name
2024	Co-Supervisor	Delivering electronic storybook interventions to early grade students: The case of Indonesia with the Early Grade Reading Assessment (EGRA)	Doctor of Philosophy	Doctorate	Full Time	Mrs Nilam Pamularsih
2024	Co-Supervisor	The frustration of learners and teachers' basic psychological needs and its effect on students' engagement	Doctor of Philosophy	Doctorate	Full Time	Mr Ahmed Alharfi
2024	Co-Supervisor	Impact of ICT integrated pre-service teacher education for enhancing ICT integration and heutagogical learning experiences for students at school level	Doctor of Philosophy	Doctorate	Full Time	Mr Sampath Sri Sujeewa Basnayaka Basnayaka Mudiyanselage
2023	Principal Supervisor	Investigation into the Challenges Facing Refugee School Students in South Australia: Harnessing the Potential of Parents from Refugee Backgrounds to Improve the Education	Doctor of Philosophy	Doctorate	Full Time	Mrs Khadija Mohammed A. Asmar
2023	Co-Supervisor	Formulation of Well-being Model and Instrument Based on Balinese Philosophy	Doctor of Philosophy	Doctorate	Full Time	Mr I Putu Abdi Bhuwana
2023	Co-Supervisor	Teachers' Professional Learning Needs and Barriers: Teachers' Perspective from Greater Adelaide	Doctor of Philosophy	Doctorate	Full Time	Mrs Parivash Mohammad Nezhad
2022	Principal Supervisor	Reflection and Equity: A case study of pre-service teachers' demographic reflection for AfGT Element 4.	Master of Philosophy	Master	Part Time	Ms Amy Kay Robinson
2022	Principal Supervisor	Language Learning in Papua, Indonesia	Doctor of Philosophy	Doctorate	Full Time	Miss Hilmiyati Endriyana
2022	Principal Supervisor	Nutrition Education in Australian Tertiary Level: Engagement and Dietary Patterns of Students	Doctor of Philosophy	Doctorate	Part Time	Mrs Hanaa Zebian
2021	Co-Supervisor	An investigation of Chinese university students' wellbeing	Doctor of Philosophy	Doctorate	Part Time	Miss Jiachen Teng
2019	Principal Supervisor	Sociolinguistic Perspective of the Language Attrition and Acculturation: In Terms of Speech Acts	Doctor of Philosophy	Doctorate	Full Time	Mrs Fatemeh Mehdiabadi

Past Higher Degree by Research Supervision (University of Adelaide)

Date	Role	Research Topic	Program	Degree Type	Student Load	Student Name
2019 - 2023	Co-Supervisor	Secular vs. Islamic Education: An Investigation of Factors Affecting English Achievement Gaps between Sekolah and Madrasah Schools in South Sulawesi, Indonesia	Doctor of Philosophy	Doctorate	Full Time	Mr Abu Nawas
2019 - 2024	Co-Supervisor	Modelling the Interrelationships among Student and Teacher Factors in Predicting English as a Foreign Language Achievement in Secondary Schools in West Java, Indonesia	Doctor of Philosophy	Doctorate	Full Time	Mr Ari Arifin Danuwijaya
2017 - 2020	Co-Supervisor	Teaching specialist positions: creating elite teachers or an academic under-class in Australia’s research-intensive universities?	Doctor of Philosophy	Doctorate	Full Time	Ms Julie Ann Hayford
2016 - 2019	Principal Supervisor	Taking (back) the Wheel: Structural educational reform in the United States and Australia, and its Effect upon Inequality in Australian schooling	Doctor of Philosophy	Doctorate	Full Time	Mr Chidozie Obialor Alozie
2011 - 2014	Co-Supervisor	Perspectives of primary school children of Filipino immigrants on their home and school experiences in South Australia	Doctor of Philosophy	Doctorate	Full Time	Ms Marizon Guillermo Yu
2011 - 2017	Co-Supervisor	From Southern Sudan to Adelaide: Learning Journeys of Refugee Secondary Students	Doctor of Philosophy	Doctorate	Part Time	Ms Judith Thomas
2011 - 2015	Co-Supervisor	An Exploration of Perceptions and Application of Spoken Register: Iraqi Students at a South Australian University.	Doctor of Philosophy	Doctorate	Full Time	Mr Hayder Kaream Hussein Al Hamdany

Position: Senior Lecturer
Phone: 83133711
Email: nina.maadad@adelaide.edu.au
Fax: 83133604
Campus: North Terrace
Building: Nexus 10, floor 8
Org Unit: School of Education

Dr Nina Maadad

Language Competencies

Education

Research Interests

Journals

Books

Book Chapters

Conference Papers

Current Higher Degree by Research Supervision (University of Adelaide)

Past Higher Degree by Research Supervision (University of Adelaide)

Connect With Me

External Profiles