School of Education
Faculty of Arts
Eligible to supervise Masters and PhD (as Co-Supervisor) - email supervisor to discuss availability.
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.
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.
Date Position Institution name 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
Date Institution name Country Title 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
Year Citation 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.
DOI Scopus1 WoS1
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. (2017). Facilitating proportional reasoning through worked examples: Two classroom-based experiments. Cogent Education, 4(1), 1297213-1-1297213-14.
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. 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.
DOI Scopus4 WoS2
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.
DOI Scopus3 WoS2
2015 Peterson, A., & Bentley, B. (2015). Exploring the connections between Philosophy for Children and character education: Some implications for moral education?. Journal of Philosophy in Schools, 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
Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2019 Co-Supervisor An Appreciative Study: Factors that Influence Girls Retention in Stem Subjects for Senior Secondary Education Doctor of Philosophy Doctorate Part Time Miss Catherine Anne Hamilton White 2018 Co-Supervisor The Impact of the Vocational Education and Training (VET) Organisation on Student Success and Study or Employment Pathways Doctor of Philosophy Doctorate Part Time Mrs Allyson Kaye Dutschke 2018 Co-Supervisor Cognitive Load Theory Rather than Political Economic Efficacy Should Drive the STEM Agenda Doctor of Philosophy Doctorate Part Time Mr Robert Leonard Sieben
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