Joanna Anderson

Associate Professor Joanna Anderson

Associate Professor in Education

School of Education

Faculty of Arts, Business, Law and Economics

Eligible to supervise Masters and PhD - 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 Director of the Master of Education program and a member of the UNITWIN/UNESCO Network on Teacher Education for Social Justice and Diversity in Education.

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.

  • Journals
    Year Citation
    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.
    DOI Scopus3 WoS1
    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), 607-626.
    DOI
    2024 Page, A., Ledger, S., Boyle, C., Mosen, J., Charteris, J., & Anderson, J. (2024). Engaging in twenty-first century practices locally: aligning pacific ways of teaching and learning with innovative learning environments. Teachers and Teaching: Theory and Practice, 18 pages.
    DOI
    2024 Page, A., Daly, K., Anderson, J., & Thraves, G. (2024). Media representation and the Paralympics: a step too far or not far enough?. Media International Australia, 190(1), 133-145.
    DOI Scopus6 WoS3
    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.
    DOI Scopus12 WoS2
    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.
    DOI
    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.
    DOI Scopus1
    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.
    DOI Scopus3 WoS1
    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.
    DOI
    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.
    DOI Scopus3 WoS4
    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.
    DOI Scopus10 WoS1
    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.
    DOI Scopus55 WoS29
    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.
    DOI Scopus6 WoS2
    2020 Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217.
    DOI Scopus34
    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.
    DOI Scopus38 WoS24
    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.
    DOI Scopus27 WoS16
    2015 Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22.
    DOI Scopus70 WoS46

  • Book Chapters
    Year Citation
    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
    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
    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
    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 (pp. 253-256). Leiden, Netherlands: BRILL.
    DOI
    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 (pp. 1-11). Leiden, Netherlands: BRILL.
    DOI
    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
    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 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 (1 ed., pp. 127-146). Leiden, Netherlands: Brill.
    DOI
    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 Scopus82

EDUC 7054 Research Design

EDUC 7068 Leading Positive Change

EDUC 7555 Education for Inclusion

  • Current Higher Degree by Research Supervision (University of Adelaide)
    Date Role Research Topic Program Degree Type Student Load Student Name
    2024 Principal Supervisor Readiness to Teach: The Qualitative Study of Early Career Teachers' Perception of Their Emotional Intelligence. Doctor of Philosophy Doctorate Full 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
  • Position: Associate Professor in Education
  • Phone: 83133843
  • Email: joanna.anderson@adelaide.edu.au
  • Campus: North Terrace
  • Building: 10 Pulteney Street - Nexus 10 Tower, floor Eighth Floor
  • Room: 815
  • Org Unit: School of Education
Connect With Me
External Profiles