Position: Adjunct Research Fellow (RIPPLE) and Research Assistant
Campus: Off campus
Kathryn Hopps is an Adjunct Research Fellow in the School of Education. Kathryn originally trained as an early childhood and primary teacher and has worked in a diverse range of education settings.
Kathryn graduated with her doctorate in 2014, with a study focused on communication between preschool and school educators at the time of children's transitions to school. Kathryn has provided research assistance in several early childhood and information studies research projects including the Integrating preschool with the first year of school evaluation. She has worked on research teams which have produced outcomes such as Continuity of Learning: A resource to support effective transition to school and school aged care and the KidsMatter Early Childhood Rapid Review.
Kathryn completed a research fellowship on the Continuity and change in curriculum and pedagogies as children start school project. She continues to publish from her doctoral thesis and works for Early Childhood Australia.
Kathryn has worked as a researcher on several state and national transition to school projects. Her doctoral study (2010-2013) investigated communication between preschool and school educators at the time of children's transition to school in New South Wales and Victoria. In 2012 Kathryn assisted Bob Perry, Sue Dockett and Barbara Clarke in South Australia with a project for the Department for Education and Child Development entitled 'Integrating preschool with the first years of school'. In 2013-14 in a project funded by the Australian Government Department of Education, Kathryn was part of a research team which developed a resource for educators to support positive transitions to school and school age care. In 2014 Kathryn worked as a Research Fellow on the ARC Project, Continuity and Change in Curriculum and Pedagogies as Children Start School.
Kathryn is an early childhood and primary qualified teacher. She has taught in a wide range of educational settings including in the prior-to-school and school sectors. Kathryn has worked as a casual teaching staff member at CSU for 12 years teaching in a range of early childhood and primary subjects.
Hopps-Wallis, K., Fenton, A., & Dockett, S. (2016). Focusing on strengths as children start school: What does it mean in practice? Australasian Journal of Early Childhood, 41(2), 103-111.
Hopps, K. (2014). Preschool + school + communication = What for educator relationships? Early Years: An international Research Journal, 34(4), 405-419.
Hopps, K. (2014). Communication that supports positive relationships between preschools and schools at the time of children's transition. Early Childhood Folio, 18(2), 8-14.
Hopps, K. (2014). Intersetting communication and the transition to school. Charles Sturt University, Unpublished PhD thesis.
MacDonald, A., Goff, W., Hopps, K., Kaplun, C., & Rogers, S. (2014). Starting school: Synthesis and analysis in transitions to school. In S. Dockett, B. Perry & A. Petriwskyj (Eds.), Transitions to school: International research, policy and practice (pp. 219-227). The Netherlands: Springer.
Hopps, K. (2004). Teacher communication across the preschool-school boundary. Australian Journal of Early Childhood, 29(1), 8-13.