Brooke Rosser
Biographic Data
| ID | 6327982 |
|---|---|
| NAME | Brooke Rosser |
| GIVEN NAMES | Brooke |
| FAMILY NAME | Rosser |
| SIGNATURE | ROSSER B |
| AFFILIATIONS | School of Education, Faculty of Education and Arts, University of Newcastle, University Drive, Callaghan, New South Wales, Australia |
| ORCID | 0000-0003-0986-7463 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Making teaching more attractive
Sustaining teaching as a respected and attractive profession is more critical than ever, particularly as teachers' work becomes increasingly shaped by standardisation and accountability—conditions that have shown minimal positive impact while eroding the professional agency essential to job satisfaction. Drawing on a 15‐year programme of research on the impact of an approach to professional development, known as Quality Teaching Rounds, including…
Fresh evidence on the relationship between years of experience and teaching quality
It is commonly assumed that experienced teachers are more proficient than beginners. However, evidence supporting this premise is complicated by diverging research traditions and mixed results. We explore the fundamental relationship between years of experience and teaching quality using a comprehensive pedagogical model. Our analysis of 990 lessons, taught by 512 primary teachers in New South Wales during 2014–15 and 2019–21, found no significan…
School Educators’ Use of Research
Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies – the Monash Q Project and the University of Newcastle’s Quality Teaching Rounds Project – to explore educators’ patterns of engagement with research. The combination of these studies provides data from a larger and more diverse…
School Educators’ Use of Research
Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies – the Monash Q Project and the University of Newcastle’s Quality Teaching Rounds Project – to explore educators’ patterns of engagement with research. The combination of these studies provides data from a larger and more diverse…
Fresh evidence on the relationship between years of experience and teaching quality
It is commonly assumed that experienced teachers are more proficient than beginners. However, evidence supporting this premise is complicated by diverging research traditions and mixed results. We explore the fundamental relationship between years of experience and teaching quality using a comprehensive pedagogical model. Our analysis of 990 lessons, taught by 512 primary teachers in New South Wales during 2014–15 and 2019–21, found no significan…
School Educators’ Use of Research
Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies – the Monash Q Project and the University of Newcastle’s Quality Teaching Rounds Project – to explore educators’ patterns of engagement with research. The combination of these studies provides data from a larger and more diverse…
Making teaching more attractive
Sustaining teaching as a respected and attractive profession is more critical than ever, particularly as teachers' work becomes increasingly shaped by standardisation and accountability—conditions that have shown minimal positive impact while eroding the professional agency essential to job satisfaction. Drawing on a 15‐year programme of research on the impact of an approach to professional development, known as Quality Teaching Rounds, including…
Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · Engineering (2 works) · Pedagogy (2 works) · Psychology (2 works) · Affordance (1 works) · Agency (philosophy) (1 works) · Appeal (1 works) · CLARITY (1 works) · Computer Science (1 works)