Dr Joanna Anderson
Associate Professor
School of Education
College of Education, Behavioural and Social Science
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 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?. Australian Educational Researcher, 53(1), 17 pages. |
| 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, 1-19. |
| 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. Scopus1 WoS1 |
| 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. |
| 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. Scopus1 WoS1 |
| 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. Scopus9 |
| 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. Scopus7 WoS7 |
| 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. Scopus9 WoS9 |
| 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. Scopus7 WoS9 |
| 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. Scopus28 WoS14 |
| 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. |
| 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. Scopus3 WoS3 |
| 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. Scopus12 WoS10 |
| 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. Scopus2 WoS3 |
| 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. Scopus10 WoS10 |
| 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. Scopus17 WoS10 |
| 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. Scopus67 WoS48 |
| 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. Scopus10 WoS9 |
| 2020 | Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217. Scopus52 |
| 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. Scopus55 WoS42 |
| 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. Scopus30 WoS22 |
| 2015 | Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22. Scopus89 WoS62 |
| 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 (Vol. 45, pp. 253-256). Leiden, Netherlands: BRILL. DOI Scopus14 |
| 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 Scopus3 |
| 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 Scopus12 |
| 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 (Vol. 45, 1 ed., pp. 127-146). Leiden, Netherlands: Brill. DOI Scopus49 |
| 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 |
| 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 Scopus109 |
| Year | Citation |
|---|---|
| 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 |
|---|---|
| 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). |
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 |
|---|---|---|---|---|---|---|
| 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 | 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 | 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 | 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 |
| 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 Research | Master | Full 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 | Full 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 Research | Master | Full 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 Research | Master | Full 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 |
| 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 Research | Master | Full Time | Mr Thomas Patrick Carlson |
Connect With Me
External Profiles
