Dr Joanna Anderson
Associate Professor
School of Education
College of Education, Behavioural and Social Sciences
Eligible to supervise Not eligible, but is currently at capacity - email supervisor to discuss availability.
Associate Professor Joanna Anderson, PhD is an Associate Professor of Educational in the School Education at the University of Adelaide. She is the Associate Head Learning and Teaching and a member of the UNITWIN/UNESCO Network on Teacher Education for Social Justice and Diversity in Education, where she leads the Inclusive Education sub-theme group.
Associate Professor Anderson has more than 20 years’ experience as a classroom teacher and school leader, and has worked across primary and secondary settings in Australia and New Zealand. She is an internationally recognised and respected academic and author in the fields of inclusive education and leadership.
Associate Professor Anderson’s research focuses on inclusive education, with a particular interest in system and school leadership, innovative learning environments, philosophy of education, and inclusive education in the Pacific. She has more than 60 research outputs, and has grant success across various education systems in Australia. Associate Professor Anderson is committed to influential and impactful research in the pursuit of a sustainable and equitable education system.
Associate Professor Anderson’s is available to discuss doctoral supervision with prospective students.
| Year | Citation |
|---|---|
| 2026 | Vaughan, J., Anderson, J., & McClenaghan, P. (2026). Time Persistent Trust: What is it and why is it important to school change leadership?. The Australian Educational Researcher, 53(1), 17 pages. Scopus1 WoS1 |
| 2026 | Porta, T., Anderson, J., & Scarparolo, G. (2026). An efficacious pedagogical space: the power of differentiating through explicit teaching. Learning Environments Research, 29(1), 13-1-13-14. Scopus3 WoS3 |
| 2026 | Page, A., Anderson, J., Vira, A., & Boyle, C. (2026). The Pacific inclusion third space model: evidence for inclusive education policy and practices in Vanuatu. International Journal of Inclusive Education, 1-21. |
| 2026 | Anderson, J. (2026). The ecology of inclusive education reimagined: A framework for research, policy, and practice. British Educational Research Journal, 24 pages. |
| 2025 | Page, A., Ledger, S., Boyle, C., Mosen, J., Charteris, J., & Anderson, J. (2025). Engaging in twenty-first century practices locally: aligning pacific ways of teaching and learning with innovative learning environments. Teachers and Teaching, 31(2), 1-18. Scopus3 WoS2 |
| 2025 | Page, A., Charteris, J., & Anderson, J. (2025). Evaluation of in-service inclusive education teacher mindsets: relationship between beliefs and practices. Cambridge Journal of Education, 55(1), 1-19. Scopus1 WoS1 |
| 2025 | Charteris, J., Page, A., Anderson, J., Thraves, G., & Oluk, S. (2025). An online practicum for teacher education students: emergent listening and seeing for quality praxis. European Journal of Teacher Education, 1-18. Scopus3 WoS2 |
| 2025 | Charteris, J., Page, A., Anderson, J., & Oluk, S. (2025). Emergency lockdowns in flexible learning spaces with students who have high needs: vignettes of teachers’ experiences and considerations for practice. International Journal of Inclusive Education, 30(7), 1-19. Scopus1 WoS1 |
| 2024 | Boyle, C., Costello, S., Anderson, J., Collett, K., Page, A., & Allen, K. -A. (2024). Further Development of the Teacher Attitudes Towards Inclusion Scale: Principal Components and Rasch Analysis. International Journal of Inclusive Education, 28(10), 2122-2137. Scopus18 WoS17 |
| 2024 | Page, A., Anderson, J., & Charteris, J. (2024). Innovative Learning Environments and spaces of belonging for students with disability in mainstream settings. Cambridge Journal of Education, 54(5), 20 pages. Scopus17 WoS15 |
| 2024 | Woodcock, S., & Anderson, J. (2024). Conceptions to classrooms: The influence of teacher knowledge on inclusive classroom practice. International Journal of Educational Research Open, 8, 100412. Scopus20 |
| 2023 | Trask, S., Charteris, J., Edwards, F., Cowie, B., & Anderson, J. (2023). Innovative learning environments and student orientation to learning: a kaleidoscopic framework. Learning Environments Research, 26(3), 727-741. Scopus9 WoS11 |
| 2023 | Page, A., Anderson, J., & Charteris, J. (2023). Teachers working with students with high and very high needs and their perceptions of Innovative Learning Environments. Asia Pacific Journal of Education, 43(3), 895-911. Scopus4 WoS4 |
| 2023 | Page, A., Anderson, J., & Charteris, J. (2023). Including students with disabilities in innovative learning environments: a model for inclusive practices. International Journal of Inclusive Education, 27(14), 1696-1711. Scopus43 WoS23 |
| 2023 | Trask, S., Charteris, J., Edwards, F., Cowie, B., & Anderson, J. (2023). Correction: Innovative learning environments and student orientation to learning: a kaleidoscopic framework (Learning Environments Research, (2023), 26, 3, (727-741), 10.1007/s10984-022-09449-3). Learning Environments Research, 26(3), 999. |
| 2022 | Page, A., Vira, A., Ledger, S., Mosen, J., Anderson, J., Charteris, J., & Boyle, C. (2022). Pacific inclusive education model: addressing dichotomies to ensure positive outcomes. Journal of Education Policy, 38(5), 870-889. Scopus7 WoS8 |
| 2022 | Page, A., Daly, K., Anderson, J., & Thraves, G. (2022). Media Representation and the Paralympics: A Step Too Far or Not Far Enough?. Media International Australia, 190(1), 13 pages. Scopus18 WoS14 |
| 2021 | Page, A., Charteris, J., Anderson, J., & Boyle, C. (2021). Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic. European Journal of Special Needs Education, 36(1), 142-156. Scopus75 WoS54 |
| 2021 | Page, A., Anderson, J., & Charteris, J. (2021). Innovative learning environments and spaces of belonging for special education teachers. International Journal of Inclusive Education, 28(6), 16 pages. Scopus14 WoS12 |
| 2021 | Charteris, J., Anderson, J., & Page, A. (2021). Psychological safety in innovative learning environments: planning for inclusive spaces. International Journal of Inclusive Education, 28(5), 17 pages. Scopus34 WoS19 |
| 2021 | Charteris, J., Wright, N., Trask, S., Khoo, E., Page, A., Anderson, J., & Cowie, B. (2021). Patchworks of professional practices: Teacher collaboration in innovative learning environments. Teachers and Teaching: Theory and Practice, 27(7), 625-641. Scopus12 WoS11 |
| 2020 | Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217. Scopus67 |
| 2019 | Anderson, J., & Boyle, C. (2019). Looking in the mirror: reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7-8), 796-810. Scopus69 WoS48 |
| 2019 | Kesar, T. M., Tan, A., Eicholtz, S., Baker, K., Xu, J., Anderson, J. T., . . . Borich, M. R. (2019). Agonist-Antagonist Coactivation Enhances Corticomotor Excitability of Ankle Muscles. NEURAL PLASTICITY, 2019, 12 pages. WoS8 |
| 2015 | Hoskin, J., Boyle, C., & Anderson, J. (2015). Inclusive education in pre-schools: Predictors of pre-service teacher attitudes in Australia. Teachers and Teaching Theory and Practice, 21(8), 974-989. Scopus32 WoS24 |
| 2015 | Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22. Scopus95 WoS69 |
| 2012 | Hochman, S., Gozal, E. A., Hayes, H. B., Anderson, J. T., DeWeerth, S. P., & Chang, Y. -H. (2012). Enabling techniques for <i>in vitro</i> studies on mammalian spinal locomotor mechanisms. FRONTIERS IN BIOSCIENCE-LANDMARK, 17(7), 2158-2180. WoS18 |
| 2005 | Anderson, J. T. (2005). RNA turnover: Unexpected consequences of being tailed. CURRENT BIOLOGY, 15(16), R635-R638. WoS40 |
| 1977 | NELSON, K. E., VITHAYASAI, V., MAKORNKAWKAYOON, S., BATT, M. D., PANASAMPORN, K., & ANDERSON, J. T. (1977). PURIFIED DUCK EMBRYO RABIES VACCINE - ACCELERATED SCHEDULE FOR PREEXPOSURE IMMUNIZATION AGAINST RABIES. JAMA-JOURNAL OF THE AMERICAN MEDICAL ASSOCIATION, 238(3), 218-220. WoS3 |
| Year | Citation |
|---|---|
| 2027 | Porta, T., Anderson, J., & Woocock, S. (2027). Navigating the dilemmas of inclusive education: A global perspective. Emerald. |
| 2026 | White, M., Porta, T., Anderson, J., & Boyle, C. (2026). Understanding Wellbeing and Inclusion in Education: A Multidisciplinary Guide to Best Practice (1st ed.). Routledge. DOI |
| - | White, M. A., Porta, T., Anderson, J., & Boyle, C. (2026). Understanding Wellbeing and Inclusion in Education. Routledge. DOI |
| Year | Citation |
|---|---|
| 2026 | Porta, T., & Anderson, J. (2026). Reimagining inclusive education through dialogic pedagogy. In M. White, T. Porta, J. Anderson, & C. Boyle (Eds.), Understanding Wellbeing and Inclusion in Education: A Multidisciplinary Guide to Best Practice (1 ed., pp. 29-41). Routledge (Taylor & Francis). DOI |
| 2026 | Porta, T., & Anderson, J. (2026). Preservice teachers' readiness for inclusive education. In M. White, T. Porta, J. Anderson, & C. Boyle (Eds.), Understanding Wellbeing and Inclusion in Education: A Multidisciplinary Guide to Best Practice (1 ed., pp. 42-62). Routledge (Taylor & Francis). DOI |
| 2026 | Anderson, J., & Porta, T. (2026). From policy to practice: Leading wellbeing and inclusion in education. In Understanding Wellbeing and Inclusion in Education A Multidisciplinary Guide to Best Practice (pp. 98-115). Routledge. DOI |
| 2026 | White, M. A., Porta, T., Anderson, J., & Boyle, C. (2026). Preface. In Unknown Book (pp. 8-9). |
| 2023 | Anderson, J., Bartlett-Taylor, T., & Thraves, G. (2023). Online Professional Experience: Video as a Medium for Observing and Critiquing Classroom Practice. In M. Winslade, T. Loughland, & M. J. Eady (Eds.), Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity (pp. 171-182). Springer Nature Singapore. DOI |
| 2023 | Anderson, J., Page, A., & Boyle, C. (2023). At the Nexis of Schooling: The Conflict Between “Special” and “Inclusive” Education. In C. Boyle, & K. A. Allen (Eds.), Research for Inclusive Quality Education (Vol. Part F2700, pp. 259-270). Springer Nature Singapore. DOI Scopus3 |
| 2021 | Boyle, C., & Anderson, J. (2021). Inclusive education and the progressive inclusionists. In U. Sharma, & S. Salend (Eds.), Oxford Encyclopedia of Inclusive and Special Education (pp. 883-894). Oxford, UK: Oxford University Press. DOI |
| 2021 | Boyle, C., Koutsouris, G., Salla Mateu, A., & Anderson, J. (2021). The matter of ‘evidence’ in the inclusive education debate. In U. Sharma, & S. Salend (Eds.), Oxford Encyclopedia of Inclusive and Special Education (pp. 1041-1054). New York: Oxford University Press. DOI |
| 2021 | Page, A., Anderson, J., Serow, P., Hubert, E., & O’donnell-Ostini, A. (2021). Creating inclusive classrooms in the pacific region: Working in partnership with teachers in the republic of nauru to develop inclusive practices. In International Perspectives on Inclusive Education (Vol. 17, pp. 7-22). Emerald Publishing Limited. DOI Scopus1 WoS1 |
| 2020 | Boyle, C., & Anderson, J. (2020). The importance of teacher attitudes to inclusive education. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues & controversies (Vol. 45, 1 ed., pp. 127-146). Leiden, Netherlands: Brill. DOI Scopus65 |
| 2020 | Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (2020). The Perpetual Dilemma of Inclusive Education. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Controversies (Vol. 45, pp. 253-256). Leiden, Netherlands: BRILL. DOI Scopus16 |
| 2020 | Anderson, J., Boyle, C., Page, A., & Mavropoulou, S. (2020). Inclusive Education: An Enigma of ‘Wicked’ Proportions. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Controversies (Vol. 45, pp. 1-11). Leiden, Netherlands: BRILL. DOI Scopus10 |
| 2020 | Anderson, J., & Boyle, C. (2020). Including into What? Reigniting the ‘Good Education’ Debate in an Age of Diversity. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Controversies (Vol. 45, pp. 15-34). The Netherlands: BRILL. DOI Scopus19 |
| 2020 | Anderson, J., & Boyle, C. (2020). ‘Good’ Education in a Neo-Liberal Paradigm. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Controversies (pp. 35-57). The Netherlands: BRILL. DOI |
| 2020 | Anderson, J., & Boyle, C. (2020). 'Good' Education in a Neo-Liberal Paradigm: Challenges, Contradictions and Consternations. In C. Boyle, A. Page, & S. Mavropoulou (Eds.), Studies in Inclusive Education (Vol. 45, pp. 35-57). Brill. DOI Scopus3 |
| 2014 | Anderson, J., Boyle, C., & Deppeler, J. (2014). The ecology of inclusive education: Reconceptualising bronfenbrenner. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 23-34). Sense Publishers. DOI Scopus121 |
| Year | Citation |
|---|---|
| 2025 | Anderson, J., & Porta, T. (2025). Differentiating when teaching explicitly: Juxtaposed mandates or complimentary approaches? The experiences of leaders and teachers. In BERA Conference. Brighton, United Kingdom. |
| 2025 | Nawas, A., Porta, T., & Anderson, J. (2025). Adaptive teaching for equity and excellence in mathematics classrooms: The promise of a gender-inclusive approach in Australia. In New Connections and Directions for Educational Research. University of Newcastle. |
| Year | Citation |
|---|---|
| 2025 | Porta, T., & Anderson, J. (2025). Pre-service teachers' perceptions of their readiness to teach inclusively. Poster session presented at the meeting of European Association for Research on Learning and Instruction. |
| 2024 | Anderson, J., Porta, T., & Boyle, C. (2024). Including into what? Reigniting the ‘good’ education debate in an age of diversity. Poster session presented at the meeting of Philosophy of Education Society of Australasia (PESA). |
| Year | Citation |
|---|---|
| 2026 | Porta, T., Anderson, J., & Nawas, A. (2026). School Services Officer (SSO) deployment: efficacy in reducing teacher workload and work intensity interim report. |
| 2026 | Anderson, J., & Porta, T. (2026). Drivers of increasing demand for specialist education options: a rapid review. DOI |
EDUC 7054 Research Design
EDUC 7068 Leading Positive Change
EDUC 7555 Education for Inclusion
| Date | Role | Research Topic | Program | Degree Type | Student Load | Student Name |
|---|---|---|---|---|---|---|
| 2026 | Co-Supervisor | Teacher workload associated with implementing inclusive education | Doctor of Philosophy | Doctorate | Part Time | Miss Tash Julia Louise Thornton |
| 2026 | Principal Supervisor | Enhancing Student Well-Being Through Effective Feedback in Oral Presentation in Higher Education | Doctor of Philosophy | Doctorate | Full Time | Ms Shu Pan |
| 2025 | Co-Supervisor | Evaluating the pedagogical advantages of self-paced, project-based learning in gifted and non-gifted secondary students. | Master of Philosophy | Master | Full Time | Jordan Box |
| 2025 | Co-Supervisor | The research examines how the role and purpose of schooling in Australia is shifting alongside rising societal expectations, market-driven logic and declining student achievement | Master of Philosophy | Master | Part Time | Mrs Joanna Morrison Mayo |
| 2025 | Principal Supervisor | A comparative policy analysis on inclusive education in Australia, Rwanda and Zambia: Alignment of policy with the principles of the UNCRPD | Doctor of Philosophy | Doctorate | Full Time | Ms Nchimunya Ng'andu |
| 2025 | Co-Supervisor | Exploring the Metacognitive Engine: how explicit instruction builds volition and self regulation In senior English classrooms and disrupts gender patterns of engagement | Doctor of Philosophy | Doctorate | Part Time | Miss Stefanie Monika Scherwitzel |
| 2025 | Co-Supervisor | Evaluating the pedagogical advantages of self-paced, project-based learning in gifted and non-gifted secondary students. | Master of Philosophy | Master | Part Time | Jordan Box |
| 2025 | Principal Supervisor | From System Strategy to Site Impact: Activating Strategic Purpose for Impact Across Schools and Preschools - What It Takes to Activate Purpose for Educational Impact | Master of Philosophy | Master | Part Time | Heather Makris |
| 2024 | Principal Supervisor | Readiness to Teach: The Qualitative Study of Early Career Teachers' Perception of Their Emotional Intelligence. | Doctor of Philosophy | Doctorate | Part Time | Mrs Saha Bajraktarevic |
| 2024 | Principal Supervisor | Education for All: A social intervention to engage the disengaged | Master of Philosophy | Master | Part Time | Mr Thomas Patrick Carlson |
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