Graham Parr
Biographic Data
| ID | 6520999 |
|---|---|
| NAME | Graham Parr |
| GIVEN NAMES | Graham |
| FAMILY NAME | Parr |
| SIGNATURE | PARR G |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-5173-9839 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
An English language teacher educator's feedback literacy journey
Dialogic feedback practices are widely recognised as crucial in initial teacher education, yet the knowledge required to implement them — what the authors term ‘teacher educator feedback literacy’ — remains underconceptualised. Collaborative dimensions of this feedback literacy and the influence of context on its development are particularly understudied, a gap especially significant for South-East Asia, where dialogic feedback discourse is only …
Promoting Dialogue About Current Issues in the Media in Secondary English Classrooms
As young people engage with the media landscape around them, they encounter a deterioration in public discourse relating to contemporary social, political and cultural issues. To address this breakdown, and to help their students become critical and informed citizens, English teachers are utilising classroom dialogue. The aim of our study was to understand how secondary English teachers in Victoria, Australia, promote dialogue in their classrooms…
Chinese postgraduate students negotiating their academic writing and identities in an Anglophone context
Blends dialogic and decolonising theories in a narrative case study. • Investigates Chinese students’ study abroad beyond deficits and colonial binaries. • Explores students' agency and creativity in negotiating Western academic norms. • Unpacks complexity of students’ emerging transcultural scholarly identity. • Highlights role of dialogic engagement in intercultural study abroad programs. The number of Chinese international students studying in…
The Importance of Professional Identity in the Sustainability of the Secondary English Teaching Profession
Professional identity is now widely understood to be central to teachers’ lives, practices and wellbeing. And yet, as teaching workforce shortages continue across the world, there has been little research into the influence of identity on attrition rates nor how identity might feature in attempts to address attrition and improve teacher retention. This paper reports statistically significant findings from a mixed-methods study, using surveys, int…
Fijian mentors’ experiences of an international teaching practicum for Australian pre-service teachers
Initial teacher education programs across the world continue to support short-term international teaching practicums (ITPs) to build pre-service teachers’ (PSTs’) intercultural knowledge and skills. While much research has endorsed the value of such ITPs, studies have raised questions about ethical issues, including the elitism of programs and the danger of reinforcing PSTs’ colonial prejudices. This qualitative study investigates an innovative I…
Interfaculty collaboration for improving international mobility experiences
Higher education institutions promote interfaculty collaborations in research and education projects, but few studies have examined the challenges of such collaborations. This case study investigates how a heterogeneous interfaculty group worked in a community of practice for two years curating an educational e-resource to support the professional learning of academic leaders of student international mobility experiences in their university. Focu…
Developing the education research capability of education-focused academics
This article critically investigates the impact of a program of professional learning for education-focused academics (EFAs) in an Australian university, focused on developing their education research capability. The ‘Higher Education Research’ (HER) program employed a three-pronged strategy: skills development workshops; sustained small group mentoring; and a small-scale education research study. The aim of the program was to support the univers…
Diverse perspectives and lived experiences of educational work
A Chinese doctoral student’s experience of L2 English academic writing in Australia
Knowing in English
How does the knowledge you acquired as a university graduate connect with your work as an English teacher? What did you learn during your time at university? How does it inform your attempts to ini
University–School Partnerships in English Pre-service Teacher Education
Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher edu…
Stories
This article offers an account of a series of writing workshops involving English teachers in Victoria, Australia, known as the stella2.0 project. It argues that storytelling can potentially provide a valuable counterpoint to the ‘knowledge’ underpinning standards-based reforms. The argument serves to introduce two other essays published in this issue of Changing English: ‘Storytelling and Professional Learning’, in which Brenton Doecke articulat…
Professional Learning and the Unfinalizable
Standards-based education reforms and intensified accountability regimes are now a feature of most countries’ agendas to improve the quality of their teaching workforces. One of the direct consequences of these reforms is a requirement that teachers demonstrate their ongoing participation in forms of professional development or professional learning throughout their careers. Along with this, there has been a narrowing of what is acknowledged by s…
Professional identity, curriculum and teaching Intercultural Communication
Influenced by contemporary research into the interconnectedness of language and culture, many Indonesian teacher education courses have introduced 'new' subjects such as Intercultural Communication and Cross-Cultural Understanding, hoping to unsettle their students' traditional assumptions that language is merely a neutral medium for expressing or disseminating ideas or culture. And yet the extent to which such subjects might impact upon these st…
‘Crude Thinking’ or Reclaiming Our ‘Story‐Telling Rights’. Harold Rosen's Essays on Narrative
Harold Rosen's essays on narrative, published by NATE in 1985 under the title Stories and Meaning, affirm the centrality of story‐telling in people's lives and thereby offer a powerful rationale fo
The Making of Literature
Professional identity, curriculum and teaching Intercultural Communication
Influenced by contemporary research into the interconnectedness of language and culture, many Indonesian teacher education courses have introduced 'new' subjects such as Intercultural Communication and Cross-Cultural Understanding, hoping to unsettle their students' traditional assumptions that language is merely a neutral medium for expressing or disseminating ideas or culture. And yet the extent to which such subjects might impact upon these st…
‘Crude Thinking’ or Reclaiming Our ‘Story‐Telling Rights’. Harold Rosen's Essays on Narrative
Harold Rosen's essays on narrative, published by NATE in 1985 under the title Stories and Meaning, affirm the centrality of story‐telling in people's lives and thereby offer a powerful rationale fo
The Making of Literature
Professional identity, curriculum and teaching Intercultural Communication
Influenced by contemporary research into the interconnectedness of language and culture, many Indonesian teacher education courses have introduced 'new' subjects such as Intercultural Communication and Cross-Cultural Understanding, hoping to unsettle their students' traditional assumptions that language is merely a neutral medium for expressing or disseminating ideas or culture. And yet the extent to which such subjects might impact upon these st…
Stories
This article offers an account of a series of writing workshops involving English teachers in Victoria, Australia, known as the stella2.0 project. It argues that storytelling can potentially provide a valuable counterpoint to the ‘knowledge’ underpinning standards-based reforms. The argument serves to introduce two other essays published in this issue of Changing English: ‘Storytelling and Professional Learning’, in which Brenton Doecke articulat…
Professional Learning and the Unfinalizable
Standards-based education reforms and intensified accountability regimes are now a feature of most countries’ agendas to improve the quality of their teaching workforces. One of the direct consequences of these reforms is a requirement that teachers demonstrate their ongoing participation in forms of professional development or professional learning throughout their careers. Along with this, there has been a narrowing of what is acknowledged by s…
University–School Partnerships in English Pre-service Teacher Education
Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher edu…
A Chinese doctoral student’s experience of L2 English academic writing in Australia
Knowing in English
How does the knowledge you acquired as a university graduate connect with your work as an English teacher? What did you learn during your time at university? How does it inform your attempts to ini
Developing the education research capability of education-focused academics
This article critically investigates the impact of a program of professional learning for education-focused academics (EFAs) in an Australian university, focused on developing their education research capability. The ‘Higher Education Research’ (HER) program employed a three-pronged strategy: skills development workshops; sustained small group mentoring; and a small-scale education research study. The aim of the program was to support the univers…
Diverse perspectives and lived experiences of educational work
Interfaculty collaboration for improving international mobility experiences
Higher education institutions promote interfaculty collaborations in research and education projects, but few studies have examined the challenges of such collaborations. This case study investigates how a heterogeneous interfaculty group worked in a community of practice for two years curating an educational e-resource to support the professional learning of academic leaders of student international mobility experiences in their university. Focu…
Fijian mentors’ experiences of an international teaching practicum for Australian pre-service teachers
Initial teacher education programs across the world continue to support short-term international teaching practicums (ITPs) to build pre-service teachers’ (PSTs’) intercultural knowledge and skills. While much research has endorsed the value of such ITPs, studies have raised questions about ethical issues, including the elitism of programs and the danger of reinforcing PSTs’ colonial prejudices. This qualitative study investigates an innovative I…
Chinese postgraduate students negotiating their academic writing and identities in an Anglophone context
Blends dialogic and decolonising theories in a narrative case study. • Investigates Chinese students’ study abroad beyond deficits and colonial binaries. • Explores students' agency and creativity in negotiating Western academic norms. • Unpacks complexity of students’ emerging transcultural scholarly identity. • Highlights role of dialogic engagement in intercultural study abroad programs. The number of Chinese international students studying in…
The Importance of Professional Identity in the Sustainability of the Secondary English Teaching Profession
Professional identity is now widely understood to be central to teachers’ lives, practices and wellbeing. And yet, as teaching workforce shortages continue across the world, there has been little research into the influence of identity on attrition rates nor how identity might feature in attempts to address attrition and improve teacher retention. This paper reports statistically significant findings from a mixed-methods study, using surveys, int…
An English language teacher educator's feedback literacy journey
Dialogic feedback practices are widely recognised as crucial in initial teacher education, yet the knowledge required to implement them — what the authors term ‘teacher educator feedback literacy’ — remains underconceptualised. Collaborative dimensions of this feedback literacy and the influence of context on its development are particularly understudied, a gap especially significant for South-East Asia, where dialogic feedback discourse is only …
Promoting Dialogue About Current Issues in the Media in Secondary English Classrooms
As young people engage with the media landscape around them, they encounter a deterioration in public discourse relating to contemporary social, political and cultural issues. To address this breakdown, and to help their students become critical and informed citizens, English teachers are utilising classroom dialogue. The aim of our study was to understand how secondary English teachers in Victoria, Australia, promote dialogue in their classrooms…
Sociology (13 works) · Pedagogy (12 works) · Psychology (10 works) · Political science (6 works) · Second Language Learning and Teaching (6 works) · Teacher Education and Leadership Studies (6 works) · Narrative (5 works) · Dialogic (4 works) · EFL/ESL Teaching and Learning (4 works) · Engineering (4 works)