Jill Willis
Biographic Data
| ID | 6555554 |
|---|---|
| NAME | Jill Willis |
| GIVEN NAMES | Jill |
| FAMILY NAME | Willis |
| SIGNATURE | WILLIS J |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0001-5200-5039 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Schools, space and atmospheres
Voices of young people are essential in civic discourse about thriving futures. Yet dialogue can be complicated when the experiences of adults and young people are vastly different, for example in school spaces designed by adults in cities designed for adults. Vertical, highrise inner city schools represent this intersection. A new genre of school in Australia, vertical schools symbolise aspirations for young people and livable cities as designed…
Why Can't I Figure This Out? Identity Negotiation and Higher Education Decision Making Among Women With Caring Responsibilities
Women with unpaid caring responsibilities frequently wrestle with challenges when making decisions about higher education study, asking “Why can't I figure this out?” Statistics have persistently demonstrated that women undertake the majority of unpaid care work, however, unpaid carers are an underrepresented cohort in research, in higher education policy, and in widening participation initiatives. Higher education (HE) is an avenue for establish…
Student wellbeing in vertical schools
Vertical schools are a new type of school in Australia, with little research available to guide designers and school leaders how to address the physical and social challenges that density and interiority add to the students’ schooling experience. As students capably communicate their experiences and perspectives about school spaces for wellbeing, pioneering students in three new vertical schools demonstrated the power of student voice in the Thri…
Decision-making conditions for participatory student voice research at scale
From fragmentation to coherence
Student experience of Assessment for Learning (AfL) pedagogies ideally provides multiple entry points for students to take past learning forward into future learning. In practice, points of disconnection may confound the accessibility of AfL’s repertoire of practices. This paper investigates the AfL experiences of students with likely language and attentional difficulties and their peers in three Australian secondary schools. Ninety-two students …
Accessibility in assessment for learning
Assessment for learning (AfL) practices in secondary schools are intended to help learners understand what expert performances in disciplines look like, and then apply this understanding to their own learning and assessment performances. Common AfL practices such as sharing criteria for success through rubrics and students using them to interrogate exemplars and give feedback rely heavily on the students’ language and attention. Students need to …
Higher education decision making of Australian women with caring responsibilities
It is well established that women bear greater caring responsibilities than men, however little is known about how this care work influences the decision-making processes of female carers who are considering Higher Education (HE). These deliberations occur well before women commit to enrolling and frequently result in carers making decisions to delay or not pursue HE, with consequences for their own careers and the persistence of gender inequalit…
Early career teachers and the always becoming horizon of quality teaching
Teacher quality is not often defined but can be understood through the way that policies and expectations for teaching quality are talked about and talked into being. How do early career teachers (ECTs) navigate high expectations of becoming quality teachers, especially when there are several discourses of quality, some prominent and others less so? Data from interviews with 13 Australian ECTs five years after their graduation from selective qual…
Students drawing conclusions about assessment to inform school change
Student agency in assessment is evident when students make assessment choices, and their voices inform decisions. This paper presents an in-depth case study of a high performing school that sought student voice to reform its assessment culture to enhance student agency. Secondary students in an Australian school were invited to draw a visual metaphor: if assessment were a food, what would it be? Responses were analysed to identify: What can be le…
Recognising the impact of highly accomplished and lead teachers
The Highly Accomplished and Lead Teacher (HALT) Certification process introduced in Australia in 2012 was designed to recognise expert teachers, to encourage them to continue to influence and impact their students and colleagues through their exemplary classroom practice. Expert teachers prepare evidence of their impactful practices, and have this evidence evaluated through a National Certifying Authority. HALTs are a relatively new role in Austr…
Cultivating reflective teachers
In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and developm…
Towards faster feedback in higher education through digitally mediated dialogic loops
How feedback is understood and enacted has shifted from the traditional practice of providing individual feedback on summative tasks at key points to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the experiences of designing faster feedback through weekly dialogic feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, a…
Cultivating reflective teachers
In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and developm…
Towards faster feedback in higher education through digitally mediated dialogic loops
How feedback is understood and enacted has shifted from the traditional practice of providing individual feedback on summative tasks at key points to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the experiences of designing faster feedback through weekly dialogic feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, a…
Recognising the impact of highly accomplished and lead teachers
The Highly Accomplished and Lead Teacher (HALT) Certification process introduced in Australia in 2012 was designed to recognise expert teachers, to encourage them to continue to influence and impact their students and colleagues through their exemplary classroom practice. Expert teachers prepare evidence of their impactful practices, and have this evidence evaluated through a National Certifying Authority. HALTs are a relatively new role in Austr…
Cultivating reflective teachers
In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and developm…
Accessibility in assessment for learning
Assessment for learning (AfL) practices in secondary schools are intended to help learners understand what expert performances in disciplines look like, and then apply this understanding to their own learning and assessment performances. Common AfL practices such as sharing criteria for success through rubrics and students using them to interrogate exemplars and give feedback rely heavily on the students’ language and attention. Students need to …
Higher education decision making of Australian women with caring responsibilities
It is well established that women bear greater caring responsibilities than men, however little is known about how this care work influences the decision-making processes of female carers who are considering Higher Education (HE). These deliberations occur well before women commit to enrolling and frequently result in carers making decisions to delay or not pursue HE, with consequences for their own careers and the persistence of gender inequalit…
Early career teachers and the always becoming horizon of quality teaching
Teacher quality is not often defined but can be understood through the way that policies and expectations for teaching quality are talked about and talked into being. How do early career teachers (ECTs) navigate high expectations of becoming quality teachers, especially when there are several discourses of quality, some prominent and others less so? Data from interviews with 13 Australian ECTs five years after their graduation from selective qual…
Students drawing conclusions about assessment to inform school change
Student agency in assessment is evident when students make assessment choices, and their voices inform decisions. This paper presents an in-depth case study of a high performing school that sought student voice to reform its assessment culture to enhance student agency. Secondary students in an Australian school were invited to draw a visual metaphor: if assessment were a food, what would it be? Responses were analysed to identify: What can be le…
From fragmentation to coherence
Student experience of Assessment for Learning (AfL) pedagogies ideally provides multiple entry points for students to take past learning forward into future learning. In practice, points of disconnection may confound the accessibility of AfL’s repertoire of practices. This paper investigates the AfL experiences of students with likely language and attentional difficulties and their peers in three Australian secondary schools. Ninety-two students …
Student wellbeing in vertical schools
Vertical schools are a new type of school in Australia, with little research available to guide designers and school leaders how to address the physical and social challenges that density and interiority add to the students’ schooling experience. As students capably communicate their experiences and perspectives about school spaces for wellbeing, pioneering students in three new vertical schools demonstrated the power of student voice in the Thri…
Decision-making conditions for participatory student voice research at scale
Schools, space and atmospheres
Voices of young people are essential in civic discourse about thriving futures. Yet dialogue can be complicated when the experiences of adults and young people are vastly different, for example in school spaces designed by adults in cities designed for adults. Vertical, highrise inner city schools represent this intersection. A new genre of school in Australia, vertical schools symbolise aspirations for young people and livable cities as designed…
Why Can't I Figure This Out? Identity Negotiation and Higher Education Decision Making Among Women With Caring Responsibilities
Women with unpaid caring responsibilities frequently wrestle with challenges when making decisions about higher education study, asking “Why can't I figure this out?” Statistics have persistently demonstrated that women undertake the majority of unpaid care work, however, unpaid carers are an underrepresented cohort in research, in higher education policy, and in widening participation initiatives. Higher education (HE) is an avenue for establish…
Psychology (10 works) · Mathematics education (9 works) · Pedagogy (9 works) · Sociology (5 works) · Student Assessment and Feedback (5 works) · Teacher Education and Leadership Studies (5 works) · Computer Science (4 works) · Children's Rights and Participation (3 works) · Formative assessment (3 works) · Innovative Education and Learning Practices (3 works)