Faculty
Faculty

Dr. Kathryn Glasswell

Dr Glasswell
Associate Professor

Dr Kathryn Glasswell is an international expert on collaborations with schools for literacy improvement.  Her expertise lies in two main areas: She is skilled teaching clinical practice to reading professionals.  In her assessment and instruction courses, she encourages students to strive for excellence as they design instruction to help each and every child learn.  She is also skilled in whole school coaching approaches that support for teachers and leaders  to success.   She has successfully completed 25 instructional innovation and school change initiatives in diverse urban communities in Australia, New Zealand and the United States. Dr. Glasswell currently teaches literacy assessment and instruction courses 581, 516,  and  course 585, which focuses on the roles and responsibilities of reading specialists as change agents. Dr. Glasswell  presents regularly at research and teaching conferences.  You can read her work in high-quality, peer reviewed literacy journals such as Reading Research Quarterly, Language Arts,  The Reading Teacher and the Australian Journal of Language and Literacy. Her new book, Powerful Practices for Reading Improvement was published this year by the Australian Council for Educational Research.

Education and Experience

  • 2000: Ph.D. (Education) University of Auckland, New Zealand
  • 1991: Master of Education (Psychology) University of Glasgow, UK.
  • 1984: Diploma in Primary Education, Jordanhill College of Education, Glasgow. UK.
  • Awards
  • 2016: California State University Fullerton Faculty Recognition Award: Excellence in Scholarship
  • 2012: Griffith University Award for Excellence in Teaching: Teams and Programs that Enhance Learning
  • 2012: Queensland State Showcase 2010 Regional winner of The RemServe Showcase Award for Excellence in the Innovation Project Title: Navigating Thinking
  • 2010: Queensland State Showcase 2010 Regional winner of The Commonwealth Bank of Australia Showcase Award for Excellence in the Middle Phase of Learning
  • Project Title: Literacy Lessons for Logan Learners (LL4LL): A Smart Education Partnerships Initiative
  • 2010: Queensland State Showcase 2010: State winner of The Commonwealth Bank of Australia Showcase Award for Excellence in the Middle Phase of Learning  Project Title: Literacy Lessons for Logan Learners (LL4LL): A Smart Education Partnerships Initiative
  • 2001: International Reading Association’s Outstanding Dissertation of the Year Award

Select Scholarly and Creative Activity

  • Glasswell, K. Mostert, W., Judd, L. & Mayn, L. (2016) Powerful Practices for Reading Improvement Melbourne: ACER Press.
  • Singh, P., & Glasswell, K. (2016). Distributed Leadership Policies and Practices:  Striving for Educational Equity in High Poverty Contexts In Dempster, N F.Johnson, G (Eds.), Leadership for Learning and Effective Change. Sydney: Springer.
  • Singh, Parlo, Pini, B, Glasswell, K. (2016) Gender and Australian Educational Leadership: National Partnerships Policies and Addressing Issues of Educational Disadvantage. Gender and Education
  • Glasswell, K., Singh, P. & McNaughton, S. (2016) Co-Inquiry for Quality Teaching in Disadvantaged Schools:  Australian Journal of Language and Literacy. ALEA
  • Heimans, S., Singh, P. & Glasswell, K. (2015) Doing education policy enactment research in minor key.  https://www.researchgate.net/publication/281277337_Doing_education_policy_enactment_research_in_a_minor_key
  • Singh, P., Heimans, S., Glasswell, K. (2014). Policy Enactment, Context and Performativity: Ontological Politics and Researching Australian National Partnership Policies. Journal of Education Policy. 29:6, 826-844, DOI: 10.1080/02680939.2014.891763
  • Singh, P., Martsin, M. & Glasswell, K. (2014) Dilemmatic spaces: High-stakes testing and the possibilities of collaborative knowledge work to generate learning innovations. Teachers and Teaching: Theory and Practice.
  • Singh, Parlo and Glasswell, K. (2013). Chasing Social Change: Matters of Concern and the Mattering Practice of Educational Research. International Journal of Innovation, Creativity and Change. Volume 1, Issue 2, November 2013,  www.ijicc.net
  • Pini, B., Singh, P., Glasswell, K. Liyanage, I. (2013). Gender and Australian Educational Leadership: National Partnerships Policies and Educational Disadvantage Refereed Conference Paper for TASA, Reflections, Intersections and Aspirations, Monash University, Caulfield Campus, 25-28 November.
  • Singh, P., Märtsin, M. & Glasswell, K. (2013). Knowledge Work at the Boundary: Making a Difference to Educational Disadvantage. Learning, Culture and Social Interaction, 2, 102-110. (C1) http://dx.doi.org/10.1016/j.lcsi.2013.02.001
  • Mostert, W.A. & Glasswell, K. (2012). Fluency: Dreams to Reality. Practically Primary, PETA May/June.
  • Glasswell, K. & Ford, M.P. (2011). Let’s start levelling about levelling: Rethinking our ways with texts in classrooms. Language Arts, 88(3), 208-216.
  • Glasswell, K., Colwill. R. & Singh, P. (2011) Literacy Lessons for Logan Learners: Principals and teachers using data for school improvement. Curriculum Leadership, 9(22).

Professional Service and Community Engagement 

  • Dr. Glasswell currently serves as  President Elect for the Orange County Reading Association.

 

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