Dr Brendan Bentley
Brendan Bentley is a lecturer in Education. He is the Director of Partnerships and Engagement, and the Program Director of the Master of Teaching program at the University of Adelaide. He is an experienced School Principal, curriculum leader and teacher of STEM education. Brendan has designed and written post graduate educational leadership courses at both national and international levels and is a consultant in professional formation and development for teachers and school leaders. His research interests are in educational leadership, cognitive load theory, STEM, science and mathematics education and in particular proportional reasoning.
✓ Eligible to supervise Masters and PhD (as Co-Supervisor) — email supervisor to discuss availability.
Doctor Brendan Bentley's main research interests are within primary and secondary school learning and has over 10 publications.
One: Mathematics, Science and STEM education
Two: Cognitive Load Theory and education
Three: Civics and Citizenship education
Four: Online/Networked learning
Outputs include publications in high impact journals and in 2017 a book chapter titled Connecting Values and Religion with Civics and Citizenship; Teaching Excellence Awards; and Online Design Excellence Award. Other outputs include numerous consultancies and publications on STEM learning, Mathematics and Science Education and cognitive learning theory.
|2106 - 2017||Stream Coordinator Master of Education Educational Leadership||University of South Australia|
|2017||Lecturer and Director: Engagement, School Partnership & Marketing||University of Adelaide|
|2010 - 2017||Lecturer Science and Mathematics Education; Professional Experience Coordinator||University of South Australia|
|2002 - 2008||School Principal||St Raphael's School|
|1997 - 2001||School Deputy Principal||St Joseph's Memorial School|
|2013 - 2017||University of South Australia||Australia||PhD|
|1994 - 1997||University of South Australia||Australia||Master of Education Science and Mathematics Education|
|1989 - 1991||Australian Catholic University (Institute of Catholic Education)||Australia||Graduate Diploma of Mathematics Education|
|1984 - 1986||Australian Catholic University (Institute of Catholic Education)||Australia||Diploma of Teaching|
|2017||Peterson, A., & Bentley, B. (2017). A case for cautious optimism? Active citizenship and the Australian civics and citizenship curriculum. Asia Pacific Journal of Education, 37(1), 42-54.
|2017||Peterson, A., & Bentley, B. (2017). Education for citizenship in South Australian public schools: a pilot study of senior leader and teacher perceptions. Curriculum Journal, 28(1), 105-122.
|2017||Bentley, B., & Yates, G. C. (2017). Facilitating proportional reasoning through worked examples: Two classroom-based experiments. Cogent Education, 4(1).
|2017||Bentley, B. P., & Kehrwald, B. A. (2017). From ‘Good Teaching’ to ‘Better Teaching’: One Academic’s Journey to Online Teaching. Journal of Perspectives in Applied Academic Practice, 5(1).
|2016||Bentley, B. (2016). Golden proportion: Why the Golden Proportion really is golden?. The Australian Mathematics teacher, 72(2), 10-14.|
|2016||Paige, K., Bentley, B., & Dobson, S. (2016). Slowmation: A twenty-first century educational tool for science and mathematics pre-service teachers. Australian Journal of Teacher Education, 41(2), 1-15.
|2016||Peterson, A., & Bentley, B. (2016). Securitisation and/or Westernisation: dominant discourses of Australian values and the implications for teacher education. Journal of Education for Teaching, 42(2), 239-251.
|2015||Peterson, A., Durrant, I., & Bentley, B. (2015). Student teachers' perceptions of their role as civic educators: Evidence from a large higher education institution in England. British Educational Research Journal, 41(2), 343-364.
|2015||Peterson, A., & Bentley, B. (2015). Exploring the connections between Philosophy for Children and Character Education. Journal of Education for Teaching, 2(2), 48-70.
New Colombo Plan (NCP) (2016) Commonwealth funded Undergraduate Overseas Professional Experience Grant (China) $158 000
Divisional Research Performance Funds Grant (DRPF) (2014) University of South Australia funded pilot study of a small range (6-8) of public primary/secondary schools in South Australia $14 000
|Date||Role||Research Topic||Program||Degree Type||Student Load||Student Name|
|2018||Co-Supervisor||Influencing the Learning Trajectory of Voc. Ed. Students from Disadvantaged Backgrounds by Lecturer Practice||Doctor of Philosophy||Doctorate||Part Time||Mrs Allyson Kaye Dutschke|